ED 119 369

AUTHORTITLE

INSTITUTION

PUB DATENOTEAVAILABLE FROM

DOCUMENT RESUNE

EA 008 009

Green, Jack N., Ed.National Conference on Campus Safety (22nd, TheUniversity of Calgary, Alberta, Canada, July 6-10,1975). Safety Monographs for Schools and Colleges No.35.National Safety Council, Chicago, Ill. Campus SafetyAssociation.75126p.; Photos may reproduce poorlyOrder Department, National Safety Council, 425 NorthMichigan Avenue, Chicago, Illinois 60611 (Stock No.429.50-35, $5.00, quantity discounts, payment mustaccompany orders for $5.00 or less)

EDPS PRICE MF-$0.83 HC-$7.35 Plus PostageDESCRIPTORS *Accident Prevention; Audiovisual Aids; Campuses;

Conference Reports; Environmental Influences;Facility Requirements; *Fire Protection; HigherEducation; *Safety; *Safety Education; *SafetyEquipment; Science Laboratories; Training Techniques;Waste Disposal

IDENTIFIEPS High Rise Buildings; Industrial Hygienists

ABSTRACTThe objective of the Campus Safety Association is to

promote safety on college and university campuses by the exchange ofinformation on prevention of accidents to faculty, staff, andstudents. The annual conference, of several days duration, is acombination of education, training, and discussion of specificproblems. This monograph contains the proceedings of the July 1975conference. Fourteen papers cover such subjects as materials,services, and training techniques for safety educational; fire safetymeasures, especially in ki.igh rise buildings; alarm and communicationsystems; a chemical waste disposal facility; and safety programs. Thepublication also contains the titles and availability of other safetymonographs, a roster of participants at the conference, and a list ofuniversities and colleges represented. (Author/MLF)

***********************************************************************Documents acquired by ERIC include many informal unpublished

* materials not available from other sources. ERIC makes every effort ** to obtain the best copy available. Nevertheless, items of marginal *

* reproducibility are often encountered and this affects the quality *

* of the microfiche and hardcopy reproductions ERIC makes available *

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U S DEPARTMENT OF HEALTH.EDUCATION & WELFARE

NATIONAL INSTITUTE OFEDUCATION

THIS DOCUMENT HAS BEEN REPRODUCE() EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINAT1NG IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEOUCATION POSITION OR POLICY

SAFETY MONOGRAPHS FORSCHOOLS AND COLLEGES

MONOGRAPH NO. 35

LITHE UNIVERSITY

OF CALGARY

TWENTY-SECOND

NATIONAL CONFERENCE

on CAMPUS SAFETY

19752

A joint project ofThe University of Calgary

Calgary-Alberta-CanadaCampus Safety Associationof the National Safety Council425 North Michigan, Chicago, Illinois 60611

Twenty-Second

National Conference

on Campus Safety

The University of CalgaryCalgaryAlbertaCanadaJuly 6-10, 197 5

Editor ...

Jack N. Green

Assistant Manager

School and College Department

National Safety Council

PRESIDENT AND VICE- CHANCELLOR

TWENTY-SECOND NATIONAL CONFERENCE ON CAMPUS SAFETY

The University of Calgary looks forward with pleasure to

hosting the 22nd National Conference on Campus Safety, July 6 to 10,

1975. On behalf of the University, I extend a waft welcome to all

participants in the conference.

Since its formation in 1949 the Campus Safety Association

has performed a valuable service in promoting safety on college and

university campuses -- a service which, in these times of sophisticated

materials and equipment, is welcomed by faculty, students and staff

alike.

The University of Calgary appreciates the privilege of

welcoming your Association to its campus and of putting its services

and facilities at the disposal of the conference delegates and their

families. I would like to extend to the Association my sincere good

wishes for a successful and enjoyable conference in 1975.

267

. A. CochranePresident and Vice-Chancellor

THE UNIVERSITY OF CALGAPY :920 :4 A vE N N CAL ;AR* ALBERTA CANADA

AREA CO riE 403 IIELE,HONE 284 5617T2N 1N4

Campus Safety Association

THE CAMPUS SAFETY ASSOCIATIONOriginally formed in 1949, the Association was affili-ated with the National Safety Council in 1956 andbecame a division of the College and UniversitySection formed in 1957. The Association makes asincere effort to be of service to the members andothers interested in Campus Safety.

OBJECTIVE

The objective of the A.,,omation 1, to promote ...dirtyon college and university campuses by exchange ofinf.,rimition preention of accidents to faculty_stat f and students

MEMBERSHIP

Membership is open to in% person whose activitiesare related to college and itiiri.ersity safety programs.Besides campus safety administrators. present mem-ber -flip also include- Lidtation ,dftty officers. secu.tits personnel. pliv so al plant superintendents. insur-ance personnel. residenc hall directors and manymore. Membership ni the Association automatically

inembership in the College and Uniersio,-section-

MEMBERSHIP APPLICATIONSkppl,dtmn bldhist, hid% be obtdmed from the 7staftRepresentato.. there are no dues. Nlembers artwk..' to voting priileges and are eligibly to sereas otte er- or as members of committees.

OFFICERS

flit. Association officers are chairman, vice chair-man. robe sponding secretary. recording secretaryAnil treasurer. The Nice. chairman automat i call% sipeels tel the chairmanship:

STANDING COMMITTEESThe permanent coninuttees of the Association dl,Nt,111111dtillg. M,IllbtrAilp, National conference oncampus 7.safetl. Planning and Congress ProgramPlanning.

NATIONAL CONFERENCE ON CAMPUS SAFETYThe primary activity of the Campus Safety Associa-tion is an annual National Conference on Campus:safety tue eddy summer on the eamphs ofmember college or university. An effort is made topresent :successive conferences at as wide spacedgeographical locations as possible.

The annual conference. of several days duration, isa combination of education, training and discussionof specific problems. The proceedings of the National Conference on Campus Safety are publisherin a Monograph. Copies are available from thtNational Safety Council for a small charge.

NATIONAL SAFETY CONGRESSA mid-year business meeting is held in October ofeach year in conjunction with the National SafetyCongress in Chicago. Informal get-togethers, work-shops and sessions of interest to campus safety mem-bers are scheduled during the Congress. Oftentimearrangements are made to hold joint meetings willother divisions and sections of the Council.

NATIONAL COLLEGE & UNIVERSITYSAFETY AWARDS

This program is lic-igned to provide initiative birprogramming and achievement in campus safet%programs along standard lines, and also to recognizenovel or original safety efforts by colleges and

ersities.

Each entry i, ealuated by the members of theJudge,. Committee and rated as follows: President. -Letter. Certificate of Commendation. Award of

of Honor (top award I. Entry blanksand information about the program may be obtainedfrom the College and Uniersity Section. Nation,ii:7safrty Council.

ACCIDENT REPORTING

The Association believes that an important ingred,ent of a campus .s.afety .program is an accident Ifporting system. Assistance and materials for initiating an accident reporting program can be obtainedfrom the College and University Section. National7-atet%

At the end of each academic year. the Associationrequests that colleges and linkersities send theiraccident statistics to the Council. In this way, specialin-depth studies can be made and published in theCouncil's annual publication of ACCIDENT FACTS.

PUBLICATIONS

The Association contributes to the College and Uni-versity Safety Newsletter, the official organ of theCollege and University Section. It is published firetimes a year by the Council and is distributed toCampus Safety Association members.

OFFICERS AND COMMITTEE MEMBERS

CAMPUS SAFETY ASSOCIATION

OFFICES 1974-75

Chairman: WILLIAM A. WATSONFlorida State University

Vice Chairman: OLIVER K. HALDEPSOii

Southern Illinois Universibi

Corresponding Secretary:Rill-mo::D C.H1LLUniversity of Colorado

Recording Secretary: WILLIAM STEINMETZUniversity of California

Santa-arbara

Treasurer: JAMES Pi. Ki';OCE::

Unit-ersitd of iyisconsin

Madison, Wisconin

Executive Committee:Past Chairman - EPIC W. :

Frown UniversityED1-;4PEJ SIMES

University of :;ebras;:aP./ICU OZAPCK

University of Wat,22-loo

waterloo, jntarioFREDREC.,:

Howard UraicersitqWashIn4ton D.C.

arm. A. Watson

Chairman

Oliver HaldersonVice Chairman

Ken C. FayConf. Host and Program Chairman

CONFERENCE COMMITTEE

Ken and Penny FayChuck and Carol ZempDave and Jan CuthbertJean and Well McManus

S'T'AFF REPRESENTATIVE N.S.C.

Kenneth Licht

Raymond C. Hall Wm. Steinmetz James N. Knocke

Corresponding Recording Treasurer

Secretary secretary

Eric N. Spencer Edward Simpson Nicholas Ozaruk Frederick Thomas

6

Con

fere

nce

Par

ticip

ants

,

4111

.1

Left to Ri ht:

Front Row--J. Presswood, A. J. Hubert, L. Blake, A. Livingstone, J. Coogan, C. Williams, V. Osborne,

R. Ketchmark, B. Steinmetz, D. Giles, F. Thomas, J. Knocke, C. L. Mann Jr., K. C. Fay.

Second Row:

J. Morris,

W. Hiltunen, G. Wilkinson, B. Dunavant, R. Aey, C. B. Wingstrom, M. W. Wells, O. F. Deland, R. Hall, J. R. Glaze,

R. F. Espenschied, B. A. Hertig, W. F. Bosky, M. Vail, B. L. Conrad.

Third Row:

C. Robinson, S. Pine, A. Orr,

D. E. Fitch, S. M. Waldrop, N. Ozaruk, E. Riley, V. Thomas, T. Selders, G. Hayworth, H. Hayes, M. Mellein, H. Mengel,

R. J. Stone, F. Trottier, A. F. Deleon, J. M. Hickey.

Fourth Row:

S. M. Young, R. G. Nygren, J. Truitt, L. F.

Swanson, J. Stroup, J. Campbell, W. C. Whitaker, W. Pendgraft, P. Koehler, J. Tarnava, T. Tribe, K. Nuhn, G. Bean,

T. Jones, A. Rostaing, R. Stephens, C. Zemp.

Fifth Row:

J. Smilgoff, R. Clifford, H. B. Johnson, W. H. Watson,

J:). Partridge, G. L. Mathews, R. L. Meibos, D. Keller, R. L. Jones, C. J. Harsh, C. T. Seymour, A. H. Snider, C. Davis,

K. Licht, G. Oldfield, M. Doerksen, D. Cuthbert.

Sixth Row:

K. Conn, J. L. Mauls, S. Kobylko, S. Smith, C. Nicholls,

G.M. Mantle, G. L. Buckley, W. D. Hoeye, O. K. Halderson, W. N. Smirl, F. A. Wenzel, A. J. Sidlow; K. J. Steen,

P. J. Boyle, H. F. Gladney, K. G. Granholm.

UNIVERSITIES AND COLLEGES REPRESENTEDBY PROVINCES AND STATES AT THE

TWENTY-SECOND NATIONAL CONFERENCE ON CAMPUS SAFETY

CANADA

ALBERTA

The University of Calgary, CalgaryUniversity of Alberta, EdmontonUniversity of Lethbridge, Lethbridge

BRITISH COLUMBIA

University of British Columbia,Vancouver

MANITOBA

University of Manitoba, Winnipeg

ONTARIO

University of Guelph, GuelphUniversity of Toronto, TorontoUniversity of Waterloo, Waterloo

QUEBEC

McGill University, MontrealUniversity of Montreal, Montreal

SASKATCHEWAN

University of Regina, ReginaUniversity of Saskatchewan, Saskatoon

UNITED STATES

ALASKA

University of Alaska, Fairbanks

ARIZONA

Arizona State University, TempeUniversity of Arizona, Tucson

CALIFORNIA

California Institute of Technology,Pasadena

California State University,FullertonCalifornia State University,LosAngelesFred S. James & Co., BerkeleyGrossmont Community College, El CajonLos Angeles Pierce College, Woodland HillsOrange Coast College, Costa MesaPierce Junior College, Woodland HillsSan Francisco State University,

San FranciscoStanford University, Stanford

University of California, Irvine

CALIFORNIA (continued)

University of California, San FranciscoUniversity of California, Santa Barbara

COLORADO

Colorado State University, Fort CollinsUniversity of Colorado, Boulder

CONNECTICUT

Yale University, New Haven

FLORIDA

Florida State University, TallahasseeUniversity of Florida, Gainesville

HAWAII

University of Hawaii, Honolulu

IDAHO

Boise State University, BoiseRicks College, RexburgUniversity of Idaho, Moscow

ILLINOIS

Governors State University, Park ForestSouth

Northeastern Illinois University, ChicagoSouthern Illinois University, CarbondaleSouthern Illinois University,

EdwardsvilleUniversity of Illinois, ChicagoUniversity of Illinois, Urbana

INDIANA

Purdue University, West LafayetteUniversity of Notre Dame, Notre Dame

IOWA

Iowa State University, AmesUniversity of Iowa, Iowa City

KANSAS

University of Kansas, Lawrence

MAINE

University of Maine, Orono

UNIVERSITIES AND COLLEGES REPRESENTEDBY PROVINCES AND STATES (continued)

MARYLAND

The Johns Hopkins Medical InstitutionsBaltimore

MICHIGAN

Ferris State College, Big RapidsUniversity of Michigan, Ann Arbor

MISSOURI

University of Missouri, ColumbiaUniversity of Missouri, Rolla

NEW JERSEY

Essex County College, Newark

NEW YORK

Buffalo State College, BuffaloMonroe Community College, RochesterState University College at Oswego,

Oswego

NORTH DAKOTA

University of North Dakota, Grand Forks

NORTH CAROLINA

Duke University, DurhamNorth Carolina State University, Raleigh

OHIO

Youngstown State University,Youngstown

OKLAHOMA

Oklahoma State University, StillwaterPhillips University, Enid

OREGON

Oregon State University, CorvallisPortland State University, Portland

TEXAS

North Texas State University, DentonSan Jacinto College, PasadenaTexas A & M University, College Station

UTAH

Brigham Young University, ProvoUniversity of Utah, Salt Lake City

WASHINGTON

University of Puget Sound, TacomaUniversity of Washington, SeattleWalla Walla College, College Place

WASHINGTON D.C.

Howard University

WISCONSIN

University of Wisconsin, MadisonUniversity of Wisconsin, Menomonie

CLNFER,-.110E ON CAMPUS SAILTY

1954-1975

Sponsored by: Campus 'Safety Association,College and University Section,School and College Conference

National Safety Council

ALBERTACANADA

- MASS.

R. I.

CONN.

N.J.

DEL.

MD.

o Od.

HAWAII .0

CAMPUS LOCATIONS

Illinois (Univ. of Ill.) 1954 Michigan (Cent. Mich. U.) 1965

Minnesota (Univ. of Minn.) 1955 Washington (Univ. of Wash.) 1966

Massachusetts (MIT) 1956 Nebraska (Univ. of Nebr.) 1967

Indiana (Purdue) 1957 Vermont (Univ. of Vt.) 1968

California (Cal Tech) 1958 Texas (Texas A&M) 1969

Michigan (MSU) 1959 California (Univ. of Calif.) 1970

New York (Cornell) 1960 Illinois (U. of I. Circle 1971

Illinois (SIU) 1961 Rhode Island (Brown University) 1972

California (U. of C.) 1962 Colorado (Colorado State U.) 1973

Indiana (Univ. of Ind.) 1963 California (U. of C.-Davis) 1974

New Jersey (Rutgers) 1964 Canada, Alberta (Univ. of Calgary) 1975

10

ROSTER OF TWENTY-SECOND NATIONAL CONFERENCE ON CAMPUS SAFETY

AEY, Ronald P.BAKKO, OleBEAN, Glenn C.BLAKE, William L.BOSKY, Walter F.BOYLE, Peter J.

BUCKLEY, Garold L.CAMPBELL, John S.CLIFFORD, Roscoe L.CONN, Kenneth D.CONRAD, Bruce L.COOGAN, John S.

CUTHBERT, David T.DAVIS, Charles E.DELAND, Orrin F.DELEON, ArturoDIXON, James M.DOERKSEN, E. MartyDOUGLAS, HughDUNAVANT, BillyDUNCAN, BruceESPENSCHIED, Roland F.FAY, Ken C.

FITCH, Dennis E.GARVEY, Edmund W.GILES, Richard W.GLADNEY, Herbert F.GLAZE, James R.GRANHOLM, Karl G.GRAY, FraserGUFFNER, Gordon E.HALDERSON, Oliver K.HALL, RayHARSH, Cecil J.HAYES, Hubert J.HAYWORTH, George A.HERTIG, Bruce A.HICKEY, John M.HILTUNEN, WandalynHOEYE, W.D.HUBERT, A.J. Jr.HUFF, PatHUNT, StuJOHNSON, HermanJONES, Robert L.JONES, Thomas R.JONES, Thomas E.KELLER, David C.KETCHNARK, RayKNOCKE, James N.KOBYLKO, StanleyKOEHLER, Philip

Youngstown State University, Youngstown, OhioStandard General Construction, Calgary Alberta, CanadaRicks College, Rexburg, IdahoDuke University, Durham, North CarolinaUniversity of Missouri, Rolla, MissouriThe Johns Hopkins Medical Institutions, Baltimore

MarylandUniversity of Wisconsin, Menomonie, WisconsinUniversity of Guelph, Guelph, Ontario, CanadaUniversity of Maine, Orono, MaineCalifornia Institute of Technology, Pasadena, CaliforniaPortland State University, Portland, OregonNational Environmental Research Centre, Las Vegas,

NevadaThe University of Calgary, Calgary, Alberta, CanadaWalla Walla College, College Place, WashingtonSan Francisco State University, San Francisco, CaliforniaUniversity of California, San Francisco, CaliforniaLos Angeles Pierce College, Woodland Hills, CaliforniaUniversity of Alberta, Edmonton, Alberta, CanadaImperial Oil Limited, Toronto, Ontario, CanadaUniversity of Florida, Gainesville, FloridaDepartment of Public Works, Ottawa, Ontario, CanadaUniversity of Illinois, Urbana, IllinoisThe University of Calgary, Calgary, Alberta, CanadaMonroe Community College, Rochester, New YorkPierce Junior College, Woodland Hills, CaliforniaOklahoma State University, Stillwater, OklahomaUniversity of Toronto, Toronto, Ontario, CanadaUniversity of Illinois, Urbana, IllinoisState University College at Oswego, Oswego, New YorkThe University of Calgary, Calgary, Alberta, CanadaBuffalo State College, Buffalo, New YorkSouthern Illinois University, Carbondale, IllinoisUniversity of Colorado, Boulder, ColoradoUniversity of Washington, Seattle, WashingtonSouthern Illinois University, Edwardsville, IllinoisUniversity of Missouri, Columbia, MissouriUniversity of Illinois, Urbana, IllinoisUniversity of Puget Sound, Tacoma, WashingtonOrange Coast College, Costa Mesa, CaliforniaOregon State University, Corvallis, OregonUniversity of Illinois, Urbana, IllinoisThe University of Calgary, Calgary, Alberta, CanadaUniversity of Alberta, Edmonton, Alberta, CanadaEssex County College, Newark, New JerseyUniversity of Arizona, Tucson, ArizonaPurdue University, Wes.: Lafayette, IndianaThe University of Calgary, Calgary, Alberta, CanadaUniversity of Missouri, Columbia, MissouriUniversity of Illinois, Chicago, IllinoisUniversity of Wisconsin, Madison, WisconsinUniversity of Alberta, Edmonton, Alberta, CanadaUniversity of Hawaii, Honolulu, Hawaii

LARSEN, KarenLEBLANC, GerryLICHT, Kenneth F.LIVINGSTONE, Allen

MACNAB, JackMALKINSON, Terrance J.MANN, Carroll L. Jr.MANTLE, Gordon M.MATHEWS, Gerald L.MCKINNON, ArtMCNEIL, D.MEIBOS, Richard L.MELLEIN, MaryMENGEL, Herbert O.MORRIS, JohnNEWTON, William M.NICHOLLS, CyNOBLE, RonNUHN, Kenneth F.OLDFIELD, Guy V.ORR, AgnesOSBORNE, VictorOZARUK, NickPARTRIDGE, Dale S.PENDGRAFT, William L.PINE, StanleyPRESSWOOD, James C.RILEY, Edward AllanROBINSON, Charles G.ROSTAING, AndrewSELDERS, Thomas A.SEYMOUR, Charles T.SHING, LUN, KanSIDLOW, Anthony J.SMILGOFF, JamesSMIRL, William N.SMITH, Sidney L.SNIDER, Alan H.STEEN, Kenneth J.STEINMETZ, WilliamSTEPHENS, RaySTOETZEL, LeonardSTONE, Ronald J.STROUP, JimSULLIVAN, E.J.SWANSON, Loren F.TARNAVA, JackTHOMAS, Frederic W.THOMAS, Vernon H.TRIBE, T.E.TROTTIER, FernandTRUITT, JohnVAIL, MelWALDROP, SidneyWALLACE, SidWATSON, William H.

The University of Calgary, Calgary, Alberta, CanadaThe University of Calgary, Calgary, Alberta, CanadaNational Safety Council, Chicago, IllinoisUniversity of Saskatchewan, Saskatoon, Saskatchewan,

CanadaAlberta Forest Service, Edmonton, Alberta, CanadaThe University of Calgary, Calgary, Alberta, CanadaNorth Carolina State University, Raleigh, North CarolinaUniversity of Lethbridge, Lethbridge, Alberta, CanadaBrigham Young University, Provo, UtahThe University of Alberta, Edmonton, Alberta, CanadaThe University of Calgary. Calgary, Alberta, CanadaBrigham Young University, Provo, UtahSouthern Illinois University, Edwardsville, IllinoisBoise State University, Boise, IdahoFred S. James and Co., Berkeley, CaliforniaSan Jacinto College, Pasadena, TexasUniversity of Alberta Hospital, Edmonton, Alberta, CanadaThe University of Calgary, Calgary, Alberta, CanadaUniversity of Idaho, Moscow, IdahoUniversity of Kansas, Lawrence, KansasChinook Driving Academy Ltd., Calgary, Alberta, CanadaYale University, New Haven, ConnecticutUniversity of Waterloo, Waterloo, Ontario, CanadaArizona State University, Tempe, ArizonaIowa State University, Ames, IowaCalifornia State University, Los Angeles, CaliforniaTexas A & M University, College Station, TexasUniversity of Notre Dame, Notre Dame, IndianaCalifornia State University, Fullerton, CaliforniaMcGill University, Montreal, Quebec, CanadaUniversity of Iowa, Iowa City, IowaGrossmont Community College, El Cajon, CaliforniaThe University of Calgary, Calgary, Alberta, CanadaStanford University, Stanford, CaliforniaNortheastern Illinois University, Chicago, IllinoisUniversity of California, Irvine, CaliforniaUniversity of Alberta, Edmonton, Alberta, CanadaGrossmont Community College, El Cajon, CaliforniaUniversity of Washington, Seattle, WashingtonUniversity of California, Santa Barbara, CaliforniaUniversity of Illinois, Chicago, IllinoisEdmonton General Hospital, Edmonton, Alberta, CanadaRicks College, Rexburg, IdahoPhillips University, Enid, OklahomaThe University of Calgary, Calgary, Alberta, CanadaUniversity of North Dakota, Grand Forks, North DakotaUniversity of Manitoba, Winnipeg, Manitoba, CanadaHoward University, Washington D.C.Governors State University, Park Forest South, IllinoisUniversity of Regina, Regina, Saskatchewan, CanadaUniversity of Montreal, Montreal, Quebec, CanadaNorth Texas State University, Denton, TexasThe University of Calgary, Calgary, Alberta, CanadaColorado State University, Fort Collins, ColoradoThe University of Calgary, Calgary, Alberta, CanadaFlorida State University, Tallahassee, Florida

12

WELLS, Marvin W.

WENZEL, Frederick A.WHITAKER, Willard C.WILKINSON, Garth E.WILLIAMS, CalvinWINGSTROM, Charles B.YOUNG, Shirley M.ZEMP, Chuck

BINNION, Chief R.BOYLE, Peter J.

COOGAN, John S.

DOERKSEN, E. MartyDOUGLAS, HughDUNCAN, BruceFAY, Ken C.GILES, Richard W.KING, Paul W.LICHT, Kenneth F.LIVINGSTONE, Allen

LUSH, Keith

MELLETTF, FrankNYGREN, Ronald G.PAULS, Jacob L.

PENDGRAFT, William L.PINE, StanleyRACHUK, William

RILEY, WarrenTARNAVA, JackWATSON, William H.

San Francisco State University, San Francisco,California

University of Michigan, Ann Arbor, MichiganUniversity of Alaska, Fairbanks, AlaskaUniversity of Utah, Salt Lake City, UtahUniversity of Kansas, Lawrence, KansasUniversity of Illinois, Urbana, IllinoisFerris S,ate College, Big Rapids, MichiganThe University of Calgary, Calgary, Alberta, Canada

SPEAKERS, MODERATORS AND PRESIDERS

Fire Prevention Bureau, Calgary, Alberta, CanadaThe Johns Hopkins Medical Institutions, Baltimore

MarylandEPA, National Environmental Research Centre, Las Vegas,

NevadaUniversity of Alberta, Edmonton, Alberta, CanadaImperial Oil Limited, Toronto, Ontario, CanadaDepartment of Public Works, Ottawa, Ontario, CanadaThe University of Calgary, Calgary, Alberta, Canadaklahoma State University, Stillwater, OklahomaKodak Canada Limited, Edmonton, Alberta, CanadaNational Safety Council, Chicago, IllinoisUniversity of Saskatchewan, Saskatoon, Saskatchewan,

CanadaSimplex International Time Equipment Co. Ltd., Downsview,

Ontario, CanadaBacharach Instrument Company, Chicago, IllinoisDepartment of Health Education & Welfare, Washington D.C.National Research Council of Canada, Ottawa, Ontario,

CanadaIowa State University, Ames, IowaCalifornia State University, Los Angeles, CaliforniaUniversity of British Columbia, Vancouver, Btitish Columbia,

CanadaBacharach Instrument Company, Mountainview, CaliforniaUniversity of Manitoba, Winnipeg, Manitoba, CanadaCampus_Safety Association, Florida State University,

Tallahassee, Florida

kei

-"".21"r'"

Conference Candids

elf

RUM

)

alv1,ioulo

es 1/411111.7

ACCIIINTSnever Ink.okkaiar,

1. The University of Calgary Residence and Dining Center - Kananaskis Hall in

background.

Mr. and Mrs. O. Halderson enjoying Banquet events.

producer preparing to film Safety Conference.

4. Chairman W. Watson presents a "Century Calgary" silver bar to Ray Ketchniark

on his upcoming retirement.

Ladies and Children take a tour of Heritage Park.

HSC display at 22nd CLA Conference.

Mrs. Ken Licht appears. extremely pleased with Banquet festivities.

Mr. and Mrs. Sid Smith and Mr. and Mrs. Marty Doerksen promoting "Klordike

days."

Host Ken Fay announces Stampede brunch to delegates.

14

PROGRAM

JULY 6-10,1975

SDCIAL

SUNDAY, JULY 6, 1975

1:00 p.m. - 4:00 p.m.6:00 8:00 p.m.

Registration Desk OpenKANANASKIS HALL, Main Floor Lounge

1:00 - 4:00 p.m.Film Theatre

1.:ANANASKIS HALL, Main Floor Lounge

8:00 p.m. - 12:30 a.m.Welcome ReceptionHost: The University of CalgaryDINING CENTRE, Blue Room

9:00 p.m.R.C.M.P. Trained Dog DemonstrationCONSTABLE D.C. GEORGESON

10:00 p.m.C.S.A. Executive Meeting

MONDAY, JULY 7, 1975

6:30 a.m. - 7:30 a.m.Stampede BreakfastDINING CENTRE, Patio

8:00 a.m.Board Bus to Stampede ParadeKANANASKIS HALL, Front Door

8:30 a.m. 12:00 noonRegistration Desk OpenKANANASKIS HALL, Main Floor Lounge

12:00 noon - 12:00 midnightFree Time to enjoy Calgary Stampede

7:00 p.m. - 9:00 p.m.Registration Desk OpenKANANASKIS HALL, Main Floor Lounge

8:00 p.m. - 12:00 midnightWelcome ReceptionKANANASKIS HALL, Main Floor Lounge

TUESDAY, JULY 8, 1975

10:00 a.m. - 2:00 p.m.Children's Picnic - Calgary ZooBus leaves from in front ofKANANASKIS NALL

10:30 a.m. - 2:30 p.m.Tour of Heritage ParkBus leaves from in front ofKANANASKIS HALL

5:30 p.m.

Board Bus, front KANANASKIS HALL

6:30 p.m. - 11:30 p.m.BarbequeELKANA RANCH

WEDNESDAY, JULY 9, 1975

`:4:00 a.m. - 5:00 p.m.Tour of Banff and areaBoard bus in front ofiii:VANASTIS HALL by 9:00 .m.

u:00 p.m.Happy HourDINING CENTRE, Blue Room

7:00 p.m.BanquetPresentationsGuest Speaker: DR. A.E. HOWOLMinister of Manpower & LabourGovernment of Alberta

9:00 p.m. - 12:00 midnightDanceDINING CENTRE, Blue Room

THURSDAY, JULY 10, 1975

9:30 a.m. - 12:00 noonMarket Mall Shopping TripBoard bus at 9:30 a.m.Return at 12:00 noon

3:30 p.m.Tour of Campus

gg

BUSINESS PROGRAM

TUESDAY, JULY 8, 1975

SCIENCE THEATRE 140

8:30 a.m.

9:00 a.m.

Registration Desk open

Opening RemarksWILLIAM WATSONC.S.A. Chairman

Welcome AddressDR. W.A. COCHRANEPresidentThe University of Calgary

Conference InformationKEN C. FAYHost Chairman

Conference ModeratorMARTY DOERKSENThe University of Alberta

TUESDAY (continued)

TRAINING TECHNIQUES FORTHE SAFETY ADMINISTRATOR

G.

DeTarti,,eht of Health,

Fjuc.-ation and Welfare

10:30 a.m. CoffeeScience Theatre 142

11:0, . MATERIALS AND SERVICESAVAILABLE FROM THENATIONAL SAFETY COUNCILKENNETH LICHTNational Safety Council

11:02 Group PhotographC.S.A. Delegates

1:30 p.m. USE OF AUDIOVISUALS INSAFETY PROGRAMSi'AUL FINe>

Koda Canada Ltd.

2:30 .m. CoffeeScience Theatre 142

3:00 p.m. EVACUATION AND FIRE SAFETYORGANIZATION FOR HIGH RISEBUILDINGSPanel: J.L. PAULS

National ResearchCouncil of Canada

E.S. HORNBYAsslutant DominionFire Commissioner

R. BINNIONFire Prevention Bureau

4 :3 Adjournment

WEDNESDAY, JULY 9, 1975

SCIENCE THEATRE 140

9:00 a.m. Conference ModeratorAL LIVINGSTONEUniversity of Saskatchewan

THE ROLE OF THE INDUSTRIALHYGIENIST IN ENVIRONMENTALHEALTH AND SAFETYWILLIAM L. PENDGRAFTIowa State University

10:00 a.m. CoffeeScience Theatre 142 -

10:30 a.m. FIRE ALARM, VOICE AND FIREFIGHTERS' EMERGENCYCOMMUNICATIONS SYSTEMKEITH LUSHSimplex International TimeEquipment Co. Ltd.

WEDNESDAY (continued)

11:30 a.m. ORGANIZING, TRAINING ANDIMPLEMENTING EMERGENCYWARDENS SYSTEMS FOR CAMPUSHIGH RISE BUILDINGSDiscussion

1:3O p.m. THE DESIGN AND OPERATIONOF THE UNIVERSITY OF BRI-TISH COLUMBIA CHEMICALWASTE DISPOSAL FACILITYW. RACHUKUniversity of BritishColumbia

2:10 p.m. CoffeeScience Theatre 142

3:00 p.m. ACTION AND INDOCTRINATION--TWO SIDES OF A CHEMICALDEPARTMENT SAFETY PROGRAMSTANLEY PINECalifornia State University

4:00 p.m. SAFETY PROBLEMS OF AFEDERAL AGENCY ON AUNIVERSITY CAMPUSJ.S. COOGANNational EnvironmentalResearch Centre

5:00 p.m. Adjournment

THURSDAY, JULY 10, 4975

SCIENCE THEATRE 140

9:00 a.m. Conference ModeratorJACK TARNAVAUniversity of Manitoba

TOTAL LOSS CONTROLHUGH DOUGLASImperial Oil Limited

10:00 a.m. CoffeeScience Theatre 142

10:30 a.m. PROPER USE OF COMBUSTIBLEAND TOXIC GAS MONITORINGINSTRUMENTS AND THEIRLIMITATIONSWARREN RILEY & F. MELLETTEBacharach Instrument Co.

1:30 p.m. Annual MeetingScience Theatre 147

3:30 p.m. Tour of Campus

4:30 p.m. Conference Adjournment

HAVE A SAFE TRIP HOME:

John S. Coogan

Bruce Duncan

Kenneth Licht

Conference Speakers

R. Binnion Hugh Douglas

Paul King Wilf Lawson

INIIIIM1111=0 .1

Keith Lush

17

Frank Mellette

Ronald Ilygren

, 4/,11111-k;'1.

Ztaniev Pine

Narty Doerksen

Jacob L. Pauls

MIL --"ese'f

Warren Riley

MODERATORS

Wm. L. Pendgraft

Wm. Pachuk

Allen Livingstone jack Tarnava

18

WIVES AND CHITDREN OF CONFLREES

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4.

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TABTE OF CONTENTS

TITLE PAGE

1. TRAINING TECHNIQUES FOR THE SAFETY ADMINISTRATORRONALD G. NYGREN 1

MATERIALS AND SERVICES AVAILABTE I. ROM THE NATIONAL SAFETYCOUNCIL, KENNETH F. LICHT 15

THE 7SE OF AUDIO VISUAL IN SAFETY PROGRAMSPAUL W. KING 20

4. BUILDING EVACUATION AND RELATED FIRE SAFETY MEASURESJ. L. PAULS 22

PEOPLE INVOLVEMENT IN HIGH-RISE BUILDING EMERGENCIES ONUNIVERSITY CAMPUSES, BRUCE G. DUNCAN 30

6. HIGH RISE BUILDINGSCHIEF R. BINNION 41

THE ROTE OF THE INDUSTRIAL HYGIENIST IN ENVIRONMENTALHEALTH AND SAFETY, WILLIAM L. PENDGRAFT

FIRE ALARM, VOICE AND FIRE FIGHTERS EMERGENCY COMMUNICATIONSSYSTEM, KEITH LUSH 47

=4. THE DESIGN AND OPERATION OF THE UNIVERSITY OF BRITISHCLLUMBIA CHEMICAL WASTE DISPOSAL FACILITY, W. RACHUK 52

ACTION AND INDOCTRINATION - TWO SIDES OF A CHEMISTRYDEPARTMENT SAFETY PROGRAM, DR. STANTEY PINE 62

SAFETY PROBLEMS OF A FEDERAL AGENCY ON A UNIVERSITY CAMPUSJOHN S. COOGAN 66

12. THE SITUATIONAL APPROACH TO LOSS CONTROLHUGH DOUGLAS 71

13. PCRTABTE COMBUSTIBLE AND TOXIC GAS INDICATORS AND ALARMSM. F. MELET1E 92

44. GAS DETECTIOr CAMPUSWARREN J. BITTY 94

15. MINUTES OF ANNUAL BUSINESS MEETING lon

OTHER SAFETY MONOGRAPHS FOR SCHOOLS AND COLTFGES 1O

1

TRAINING TECHNIQUES FOR THESAFETY ADMINISTRATOR

Ronald G. NygrenSafety Education and Training Specialist

U. S. Department of Health, Education, and WelfareWashington, D.C.

It is commonly known in the medical profession that the doctor does notsave all the patients. By the same token, it has probably been saidthat the trainer does not train all the trainees, or at least noteffectively. Training effectiveness could be seriously debated and,among various items, depends upon the subject, the trainer, and thetechniques utilized.

This presentation will explore various Training Techniques which can beeffectively utilized by the Safety Administrator.

At the outset, so we are all on the same wavelength, two terms should bedefined. They are training and techniques.

Training may be thought of as transmitting specific skills, often motorskills, to the trainee and guiding the practice of these skills to anacceptable level of performance.

Techniques are the methods of procedure essential to execution of anyart, science, etc. to include methods of training.

Some preliminary activities need be addressed before giving seriousthought to training techniques. There are three recognized means ofdetermining if a need or requirement for safety and occupational healthtraining exists.

1. Analyze the organization's accident experience orperformance to determine if an adverse trend ispresent indicating a possible need for training.

2. Compare training requirements with activities andenvironments to determine if a legal requirementfor training exists.

3. Conduct a training needs survey to identify thoseareas or activities in which training is desirable.

We must determine training needs and requirements for various reasons:

1. So people will be more productive and work saferin their present jobs.

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2. Because the success of the enterprise requiresthat everyone perform at their optimum levelin a safe work environment.

3. Because all people, regardless of organizationallevel, can do a good job, want to do a good job,and will do a good job if they are given anopportunity. This opportunity comes in partthrough providing for an individual to improvehis knowledge, skills, and attitudes.

4. Because time, money, and effort can be wastedthrough training that is not based upon validpresent or emerging needs or requirements.

Basically, training needs may be determined by finding out what is presentlygoing on and matching this against what should go on, now or in the future.The gap, if any, gives the clues to the kind and amount of training needed.

The "finding out" tool is the standard of performance for the task or job.This is a statement, preferably written, describing the conditions whichwill exist when the job or task is being properly performed.

Every job has a standard. However, this standard is often only floatingaround in the boss's head. Fortunate are the subordinates who have atleast been told what this standard is. Truly fortunate are those whoactually have been given a copy of the standard. Their supervisor wasastute, intelligent, and persevering enough to reduce the standard towriting, which is not an easy task. Where no written standard exists,there may, in fact, be two standards: the one the boss has floatingaround in his head, and the one the subordinate has floating around inhis head. These standards may not be the same -- a shame indeed.

The standards for performing a job often can be expressed in terms lendingthemselves to discrete measurement.

Training needs may be categorized in tem.; of those which:

An individual has

A group has

Must be met immediately

Can be met in the future

Call for formal training activities

Call for informal training activities

Call for on-the-job instruction

Call for off-the-job instruction

22

The organization can meet best within itself

The organization can meet best through outside resources

An individual can meet in concert with others

An individual can meet only by himself

Are legally required

There are many methods to determine training needs. Each has its advan-tages and disadvantages. Each can be tailored to meet a specificsituation. Also, various methods can be utilized singly or in combina-tion. Some of the more prevalent methods include:

1. An Analysis of an Activity, Process, Job, or Operation.

One way to increase productivity and employee safetyis to keep to a minimum the number of steps which mustbe taken to produce a product or service, then makesure each step is handled with the least amount oftime, effort, and money. The procedure is simple:

A. List as steps in a logical sequence theactivities involved in producing a productor service, or part thereof. This callsfor great attention to detail. Don't missa single work movement or storage point.

B. Question each step ruthlessly. Is the stepstill necessary? Can it be combined withanother? Can it be simplified? Is a newor safer machine or less expensive materialor a new or safer process or procedureavailable? Under the impact of the creative-ness of those concerned, what activity canchange from time to time? These changes canproduce training needs. What new knowledgeor skill is called for? Should presentknowledge or skill be modified? If so, towhat extent, when, and by whom?

2. A second method is through An Analysis of Equipment.

A new piece of equipment or modification ofpresent equipment may call for a new skill,knowledge, or understanding on the part of thesupervisors or operators. Therefore, it becomesessential to answer these questions:

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A. In what ways will the new or presentequipment be different?

B. What new skills or knowledge will benecessary?

C. Who will need it?

D. When will they need it?

E. What new attitudes may be desirable forall concerned?

The answers to these and related questions will provideclues to training needs.

3. A third method is the Analysis of Problems.

Clues to training needs may come from an analysisof an operating problem. The problem may haveemerged in part because an individual or grouplacked knowledge, skill, or understanding to handlea specific challenge at a given moment in a specificsituation. To analyze a problem for trainingpurposes, one must ask questions. Among the bestquestions are the faithful six: What, Why, Who,When, Where, and How. What exactly is the problem?Why is it a problem? Who is involved? When was ittriggered? What kind of knowledge or skill wasmissing? What should be done so that the problem,or one similar, can be handled properly if itreappears? Who should get additional knowledge,skill, or insight? When should they get it? Whoshould give it to them? Where should it be given?.How should it be given? What kind of follow-upshould be conducted?

When analyzing a problem for training purposes,the thinking and suggestions of others can behelpful and should be sought. It is insurancefor you and can increase the value of the eventualsolution. However, in the final analysis, weighall ideas carefully, for training may not be thebest solution in a given situation, even thoughsome of the people involved may feel it is.Instead, better day-to-day supervision on the job,for instance, may be the answer.

4. A fourth method is an Analysis of Behavior.

Training needs clues can come from an analysisof a typical behavior by individuals or groups.Chronic absence, spoilage of work, frequent

5

accidents, irritability, resistance to instruction,etc. are symptoms of conditions which may call forcorrective action involving training. For instance,

a supervisor may need to be more familiar with his

safety responsibilities. An individual or a group

may need to know more about the safe execution of a

procedure or the health hazards of a specific work

environment.

5. A fifth method of determining training needs can be

through an analysis of an organization.

Poor organization can adversely affect individualand group performance. Failure to meet goals,confused planning, sloppy delegating, weak discip-line, capricious rewarding, unclear directions,absence of performance standards, uneven work load,etc. can lead to low morale, marginal performance,and an increase in accidents. Note that thepresence of these or other weaknesses can producesome of the patterns of individual or groupbehavior mentioned above. An analysis of theseweaknesses can produce clues to training needs ofboth individuals and groups.

6. A sixth method is an Appraisal of Performance.

Performance appraisal is really a continual

activity. The boss appraises his subordinate; thesubordinate appraises himself; others appraiseboth boss and subordinate.

To improve productivity and reduce accidents,organizations increasingly are turning towardprograms of formal periodic appraisals of individ-

ual performance to include responsibilities inaccident prevention. Standards of job and safetyperformance are used as a basis for measurement.An appraisal device is developed and a procedureworked out. Whatever the device and procedure,the outcome is an indication of the needs fortraining.

Now, assume that from one Of the aforementioned recognized means ofdetermining training needs a condition has been identified which calls

for safety training. What is the next step? At this point caution is

required and a fable is appropriate.

Once upon a time a Sea Horse gathered up hisseven pieces of eight and cantered out to find his

fortune. Before he had traveled very far he met an

Eel, who said,"Psst. Hey, bud. Where 'ya goin'?""I'm going out to find my fortune," replied the

Sea Horse, proudly.

6

"You're in luck," said the Eel. "For four piecesof eight you can have this speedy flipper, and thenyou'll be able to get there a lot faster."

"Gee, that's swell," said the Sea Horse, and paid themoney and put on the flipper and slithered off at twicethe speed. Soon he came upon a Sponge, who said,

"psst. Hey, bud. Where 'ya going'?""I'm going out to find my fortune," replied the

Sea Horse.

"You're in luck," said the Sponge. "For a small feeI will let you have this jet-propelled scooter so that youwill be able to travel a lot faster."

So the Sea Horse bought the scooter with his remainingmoney and went zooming through the sea five times as fast.Soon he came upon a Shark, who said,

"psst. Hey, bud. Where 'ya goin'?""I'm going out to find my fortune," replied the Sea

Horse."You're in luck. If you'll take this short cut,"

said the Shark, pointing to his open mouth, "you'll saveyourself a lot of time."

"Gee, thanks," said the Sea Horse, and zoomed off intothe interior of the Shark, there to be devoured.

The moral of this fable is that if you're not surewhere you're going, you're liable to end up someplace else --and not even know it.

Therefore, before preparing instruction and before choosing material,machine, or technique to accomplish the needed training, it is importantto be able to state exactly and clearly where you are going or what yourtraining goals and objectives are. First the goals which the trainerintends to reach at the end of the training course must be identified.Then the trainer must select appropriate procedures, content, and methodsthat are relevant to the objectives and will allow achievement of thegoals. In other words, select the techniques for providing the mosteffective training. Then through various instructional activities causethe trainee to interact with appropriate subject matter in accordancewith recognized principles of learning; finally measure or evaluate thetrainee's performance relative to achieving the objectives or goalsoriginally selected.

Assuming now that the goals of instruction have been determined, it isnow time to give appropriate consideration to the techniques of present-ing material to facilitate the greatest degree of learning. What thenare some of these techniques?

Consider the training need to be accomplished is that of skills training.Therefore, one of the first requirements which is necessary to facilitateeffective training is that of performing a task or job analysis. A taskis a logically related set of actions required for the completion of ajob objective, or a task is a complete job element. A task analysis,therefore, is breaking down the task to be learned into its basic elements.

Many texts are available which detail the procedures to follow in

preparing a task analysis. For additional details on conducting a taskanalysis the following references are suggested: "Training and Develop-

ment Handbook" by Craig and Bittel, McGraw-Hill Book Company;"Supervisor's Guide To Human Relations" and "Supervisor's Safety Manual"both by the National Safety Council; and "Preparing InstructionalObjectives" by Mager, Fearon Publishers. However, only the basicactivities in conducting a task analysis will be discussed herein.

The first activity in the task analysis is listing all the tasks thatmight be included in the job. It will be useful to list all of thesetasks on a simple form in order that information needed for the nextactivity can be easily recorded. All tasks are not of equal importancein the performance of a job; and, it may not be necessary to teach allof the tasks listed in the analysis. Tasks that are performed frequentlymay not represent a critical skill. Label each Task 1, 2, or 3 to indi-

cate your judgment of importance. Then you will be able to determinewhich tasks must be included in the training and which can be eliminated

if some selection becomes necessary. Figures 1 and 2 are examples ofwhat a Task Listing Sheet might look like when completed.

The second activity in the task analysis is one of detailing all the

steps involved in each task listed on the aforementioned Task Listing

Sheet in terms of what the person does when performing each step. If

this second activity is not performed it is possible to fall into either

of two teaching traps. One is the trap of spending a lot of time teach-ing something which is difficult to teach, even though not highly

important. The other trap is that of forgetting to include in thecourse something easy to teach but absolutely essential to learn.

Figures 3 and 4 will prove helpful in completing the second part of the

task analysis.

The third activity in the task analysis, then, is to list each of the

steps involved in performing each of the tasks in terLas of what is done,

rather than in terms of what must be known.

TASK LISTING SHEET

Vocation:

TaskFrequency ofPerformance

lmpor-tance

LearningDifficulty

Figure 1

Mager, Robert F., Developing Vocational Instruction,Fearon Publisher, Belmont, CA. 1967

28

9-

TASK LISTING SHEET

Vocation: Electronics Technician

No. TaskFrequency ofPerformance

lmpor-tance

LearningDifficulty

1. Troubleshoots andrepairs malfunctioningequipment.

Everydayoccurrence

1 Difficult

2. Reads electronicschematics.

1 to 10 timesa day

2 Moderate

3. Performs chassislayouts.

Once a week 2 Easy

4. Uses small hand took. Continuously 1 Easy

5. Checks electroniccomponents.

Frequently 1 Moderate tovery difficult

6. Replaces components. Once in awhile

2 Easy tomoderate

7. Solders variouscomponents.

Frequently 2 Moderate

8. Recognizes the applica-bility of electronic testequipment.

Once in awhile

2 Difficult

9. Interprets testinstruments.

Frequently 1 Difficult

10. Performs calibration oftest equipment.

Once amonth

3 Difficult

11. Interprets and records Once in a 3 Easy totest data. while moderate

12. Specifies and orderselectronic components.

Frequently 3 Easy

13. Applies first aidprocedures.

Very rarely 1 Moderate

14. Maintains and cleanswork areas.

Frequently 2 Easy

Figure 2

Mager, Robert F., Developing Vocational Instruction,Fearon Publisher, Belmont, CA. 1967

29

Vocation:

- 10 -

TASK DETAILING SHEET

Task:

No. Steps in Performing the TaskType of

PerformanceLearningDifficulty

Figure T,

Mager, Robert F., Developing Vocational Instruction,Fearon Publisher, Belmont, CA. 1967

30

11

TASK DETAILING SHEET

Vocation: X-ray Technician

Task: Take an X-ray of the chest

No. Steps in Performing the TaskType of

PerformanceLearningDifficulty

1. Patient is asked to prepare for the Speech EasyX-ray by removing excess clothing.

2. Correctly position the patient,giving special instructions.

Manipulation,speech

Moderatelydifficult

3. Position and check the properdistance of the tube with respectto the patient.

Discrimination Moderatelydifficult

4. Turn on the X-ray equipment andadjust machine.

Recall Easy

5. Insert the X-ray film and identifi-cation marker into the properholder.

Manipulation Easy

6. Expose film and release patientfrom examining room.

Manipulation Moderatelydifficult

7. Process film. Manipulation Difficult

8. Check film for specified position-ing or developing errors.

Discrimination Verydifficult

9. Release patient if film is accept-able to the radiologist.

Recall 'N/

10. Clean examining table and filmareas.

Manipulation V

Figure 4

Mager, Robert F., Developing Vocational Instruction,Fearon Publisher, Belmont, CA. 1967

31

After the steps in each task have been listed, it is appropriate toconsider two remaining items related to the detailing activity. One isthe type of learning or performance involved, the other is the learningdifficulty. Information on the former is of critical importance indeciding which teaching technique is appropriate at each step.

While coverage of the task analysis may seem to be going into unnecessarydetail, it cannot be over stressed that these steps are essential inmaking intelligent choices of teaching techniques. Without this detail,one might add hours or days of unnecessary theory to a course for which atask analysis was not prepared, or miss the educational objectivesentirely.

There are undoubtedly as many techniques for performing a task analysisas there are people doing it. However, the technique described here,while not detailed, is adequate. If another technique suits yourparticular needs better, use it. The greatest error that can be made isnot to use any task analysis technique at all.

With the task analysis completed and the educational goals and objectivesdefined it is appropriate to consider instructional techniques. Thereare many techniques for presenting information and for transmitting skills.However, since all are not equally effective in reaching each instructionalgoal, it will be useful to discuss the basis on which intelligent choicescan be made. A word of caution is in order. Although schools andinstructors have been around for centuries, and educational researchershave been at work for decades, there is not yet a science based guide whichtells how to make accurate selections of appropriate instructional strategy.Psychological research has, however, provided some insight into this problem.It is hoped that such insights are herein translated into usable guides forthe selection of effective instructional procedures and materials.

The instructional procedures and materials toolbox is a full one. Itranges from apprenticeship training, simulators, self-instructionaldemonstrations, role playing, programmed instruction, lecturing, and fieldtrips through motion pictures, slides, television, filmstrips, trans-parencies, audio and video tape recordings, to the graphic media of charts,graphs, diagrams, maps, cartoons, and the symbolic media of the written andspoken word.

Each instructional medium or technique has specific characteristics orfeatures. For example: Role playing involves action, doing, and practice.Lecturing is easy to do and is, therefore, convenient for the instructor;but, it forces the trainee to be relatively passive. One feature of themagnetic tape or disk recording is the organized simulation of a series ofsounds. If listening discrimination is 'essential to the learning objective,the audio playback device is likely to have features most relevant toachievement of efficient learning. If on the other hand immediate learnerfeedback is desired, then programmed instruction may be advantageous.

Projection devices also have distinct features. Slides, transparencies,filmstrips, motion pictures, and television have the common characteristicof presenting a photographic reproduction of reality . . . a mirror image

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of life, so to speak. Magnification is another common feature, as iscolor. Editing possibilities are a feature of the slide and thetransparency, making possible timely changes and updating of content.The filmstrip, in contrast, features a fixed order of presentation.Adding a tape or disk recording to these picture devices adds a sound-message capability.

With time-lapse and slow- and fast-motion photography, the motion picturecan expand and compress the real time scale. Animation, X-ray, and micro-photography can reveal processes and concepts invisible to the eye. Adocumentary record of an important event may be easily reproduced, historymay be re-created, and on-site visits made anywhere in the world via thefilm.

One feature common to several instructional techniques is direct studentparticipation. Supervised on-the-job training, for example, is aninstructional procedure that has long been used by vocational-technicaleducators when development of manipulative skill is the primary goal.Simulators also allow skill development, as do some mock-ups and workingmodels.

There is a large difference, however, between an instructional procedurefeature or characteristic and an advantage. A feature or characteristiconly become an advantage if it is appropriate or relevant to reachingsome educational or training goal. For example: One of the features ofa pair of roller skates is that they are relatively inexpensive. But isthis feature an advantage? An advantage for what? If the goal is to getacross North America by the fastest means available, the feature thatroller skates are inexpensive is no advantage at all.

We have in our toolbox a small screwdriver with a blade small enough tofit tiny screws. Is this feature an advantage? It depends entirely onwhat we are trying to accomplish . . . it depends on our objective. Ifour immediate goal is to turn a large screw, then the small blade featureis clearly not an advantage. One feature of a small car is that it canbe parked more easily than a large station wagon. Is this an advantage?It is if the goal is to do a lot of city driving. But if the goal is tocarry as many children to a ballgame as possible-in one trip then thecharacteristic of "smallness" is not an advantage.

Hopefully, the point has been made that the selection of appropriatetraining techniques begins with determining precisely what performanceobjectives are desired. With the type of performance identified foreach part of the task, it is possible to go about identifying the generalclass or procedure, or combination of procedures, appropriate for reach-ing each objective. For example: If one objective is, "given one pairof turbine sounds, the trainee must be able to identify the one mostrepresentative of a smooth-running turbine," then some form of audioinstruction is appropriate. If one step in learning to perform a taskis learning to recognize a properly guarded flywheel and shaft, then someform of visual technique is appropriate; a drawing, slide, photograph, orfilm might be used. A tape recording or a lecture would be less appro-priate in reaching the objective.

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There are three guides to follow in selecting appropriate instructionprocedures or techniques related to the achievement of each of theperformance objectives.

1. Choose the technique that most closely approximatesthe performance conditions called for by theobjective.

2. Choose the technique that causes the student toperform in a manner most closely approximatingthe performance called for on the job.

3. Choose the technique that will allow the traineeto make the greatest number of relevant responsesper unit of instruction time.

After the procedures and materials most relevant to achieving desiredperformance have been identified, the next step is to choose among themon the basis of availability and administrative criteria. The mostappropriate technique isn't always an available technique nor is themost appropriate technique always practical or within the budget.

If it is concluded that slides, filmstrips, motion pictures, CCTV, andphotographs would work equally well, select the one that is most avail-able and most likely to be used. If slides, filmstrips, motion pictures,and CCTV are available but normally located somewhere other than theclassroom, photographs might be preferable.

The object then, is to select those techniques most relevant to the typeof performance involved and make final selections on the basis ofavailability.

To summarize, then, the selection of instructional techniques involves:

1. Identifying the instructional goals and objectives.

2. Performing a task analysis.

3. Identifying the type of performance desired as aresult of instruction.

4. Identifying those instructional techniques most relevantto the desired performance.

5. Selecting those techniques which are most practical fromamong those appropriate.

34

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MATERIALS AND SERVICES AVAILABLE FROM THE NATIONAL SAFETY COUNCIL

Kenneth F. LichtManager, School and College Department

National Safety CouncilChicago, IL

It's been five long years since I've had the opportunity to participatein your annual Campus Safety Conference and it's good to be back! I not

only had a great vacation in Santa Barbara at your 17th Annual Conference,I learned a tremendous amount about the important job you're doing tocontrol accidents on college campuses. And I met a great bunch of guys.

I'm especially happy to be with you in Calgary. Your Staff Representative,Jack Green, returned from a planning session for this meeting last yearsporting a beautiful 10 gallon hat and literally singing the praises ofCalgary's northern hospitality. (Incidentally, jack asked me to extendhis personal greetings and best wishes to all of you, as well as hisregrets at not being able to be here. You may know that Jack is on atrip to Europe with his new bride. I'm glad jack decided to visit Europewhen he did cuz it gave me the opportunity to take his place here.)

Another reason why I feel "at home" in Calgary is that my son, who is inthe army, spent some time here last year training for an exercise inarctic manuevers in Fort Churchill. He was much impressed with Calgaryand I'm looking forward to visiting some of the places he recommended.Before I tell you about some of the materials and services available toyou from the Council I'd like to take a moment to tell you something

about the Council itself. This may be 'old hat' to some of you, but myfield experience has taught me that many people have some misconceptionsabout the Council and I'd like to clear these up at the outset.

First of all, the National Safety Council is not an agency of the govern-ment. We're national - indeed, international - in scope, but we're not

Federal. We're a nonprofit (terribly nonprofit, unfortunately), non-governmental, public service membership organization dedicated to accidentreduction and control. Our origins go back to 1912, when a small group ofmen met to deal with burgeoning accident problems in the steel and

electrical industries. A year later 2,000 persons met and organized the"National Council for Industrial Safety" which was changed to our present"National Safety Council" in 1914. In 1953 we were granted a Congressionalcharter "... to arouse and maintain interest in safety and accidentprevention, and to encourage the adoption and institution of safety methodsby all persons, corporations and other organizations."

So while we're not a government agency, we do have the government's"blessing" to take a national leadership role in accident control. Ourdisassociation from the government gives us the opportunity to take anunprejudiced view of safety legislation and other governmental activityin the field which we would not be able to do if we were a governmentagency.

3:;

- fir, -

When people learn we're not connected with the government, their nextquestion is usually, "Then where do you get your money?"

The answer is, simply, from sales of materials, services, and memberships.In fact, about 95% of our $12 million budget is derived from these sources.The other 5% comes from miscellaneous sources such as the Trustees Fund,grants, bequests, interest on investments, etc. In short, we're in thebusiness of safety.

Since the first order of business is to stay in business - which meansthat you need to have at least as much income as outgo - we are sometimesfaced with a problem in light of our government charter. While on theone hand we are obligated to serve the public safety interest, thatservice is limited by what we can afford to do. What happens in practiceis that whoever writes to the Council for help - from the schoolboygathering information for a theme on safety to the safety director of U. S.Steel - gets assistance. But the person who's a member (or whose employeris a member) gets more and better service than the non-member. Not toomany years ago the Council was the recipient of a substantial amount offunds designated for support of certain activities. For example, ourdriver education function was at one time completely underwritten by out-side funds. The contributive dollar is no longer easy to come by, andmany previously funded programs have had to be absorbed by our regularbudget. Consequently we're examining more and more of our programs tosee if they really pay-off in terms of accident reduction or if we can atleast recoup production costs of such programs.

A more complete word-picture of the Council is available from thispublication (What is the National Safety Council?) which briefly describesthe variety of programs, research, publications and other activities weconduct.

I've mentioned membership a couple times; let me return to it again.Membership is the lifeblood of the Council. It provides us not only witha steady source of income, it also offers a channel thru which we collectinformation and transmit it to other members. Thus the Council can beviewed basically as a big information gathering, processing and distribu-

tion organization. We currently have a membership of slightly under 16,000individuals, businesses and industries. I'm happy to say that the numberof education institutions in that 16,000 is growing larger every year.

At the risk of sounding like a pitchman, let me urge that you consider amembership in the Council if you don't already have one. I'm not goingto suggest a specific membership because we have a variety available andour membership department is best equipped to advise you in this respect.But the advantages of membership are very real, starting with an automatic20% discount on our materials. The almost endless variety of safety aidsin our catalog makes this discount very attractive. But in addition tothe discount, members also are provided consultation service through theirassigned staff representative. Oftentimes the safety problem you maythink is unique to your situation has been handled successfully on someother campus or institution. And our library or other resource may justhave that information for you. The National Safety Council library - the

3k;

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largest safety library in the world - provides an invaluable source of

information to help solve your safety problems. Assistance in organizing

an accident reporting and record-keeping system is also available from our

Statistical Department. Members may also use the Green Cross for Safety

Emblem in certain prescribed ways, which tells the world - as well as the

staff and students on your campus - about your concern for their safety

and well-being.

When I was a safety coordinator for a mid-west school system before joining

the Council I had an institutional membership in the Council. I thought it

was a good deal then; I know it's a good deal now. For more information,

write our Membership Department.

I hope you've had an opportunity to examine the materials I've put on dis-

play. And I hope you've seen our new film "With Safety for All." If you

have, you'll be able to put into perspective some of the items I want to

If show and tell about" for the remainder of my presentation. I'm not putting

things in any kind of priority listing, but the items I'll mention are, in

my estimation, basic to any good safety program.

First, the ACCIDENT PREVENTION MANUAL FOR INDUSTRIAL OPERATIONS. You're

not an industrial operation, you say? Well, a quick glance thru thismammoth volume will soon show you how relevant it is to your campus

operations. With more than 1,500 pages, over 700 photos, charts, graphs

and tables, it provides you with essential information for an effective

safety program. This latest edition has new chapters on OSHA and non-

employee accident prevention. A cross-reference index helps you find

what you need quickly and easily.

ACCIDENT FACTS is the statistical bible of the safety business. Every

safety professional needs a copy for quick and easy, authoritative accident

statistics. You really can't do without this one. Published annually in

July.

The FUNDAMENTALS OF INDUSTRIAL HYGIENE is to your health problems what

the Accident Prevention Manual is to your accident problems. It helps

you evaluate and control health hazards; provides sources of help and

suggests ways to establish a hygiene program for your staff. A glossary

of more than 1,000 terms helps you "speak the language" if you're not a

health major.

The NATIONAL DIRECTOR OF SAFETY FILMS indexes hundreds of films, film-

strips and slides from a variety of sources, covering virtually all

aspects of safety. All the information you need to buy, rent or borrow.

When you need a visual aid for your safety program here's where you'll

find it.

The Council publishes about eight magazines. the NATIONAL SAFETY NEWS

is the official "voice" of NSC, with more than 49,000 copies circulated

monthly. Four special emphasis issues are produced each year, any one

of which is worth the price of the annual subscription. In March, the

focus is Safety Equipment; June, Security and Fire; September, Congress;

18

and December, Safety Literature. Regular monthly features on OSHA,Washington legislation, Ideas that Work, and the like, keep you currentwith safety progress. I won't take time to discuss our other magazines,but FAMILY SAFETY is one you should be familiar with. Written in adramatic, common-sense vein, it really gets the safety message into thehome. Off-the-job safety is one of our big problems today, as you know.Getting this publication into the homes of your employees will help keepthem accident-free off-the-job so they'll be on- the -job when you needthem. Our other magazines deal with traffic safety, farm safety, safetyresearch, and occupational safety. Check our catalog for details.

If you were having safety problems with Abrasive Blasting or ZirconiumPowder, where would you look for help? To the NSC INDUSTRIAL DATA SHEETSof course. Approximately 320 specific accident problems are the subjectsof these publications, available individually or in complete sets. Alsoavailable is a maintenance service which keeps your set up-to-date, andprovides a new index and instruction sheet on a quarterly basis. Withthe complete set on your shelf you're ready for immediate answers to 320technical safety problems.

I could spend the rest of the day talking about our materials. But it'sabout time to bring this to a close and give you the opportunity to askquestions. Before I do, I know OSHA is an important concern to many ofyou, and therefore I'd like to mention a couple items you should knowabout. First is our newsletter "OSHA Up-To-Date." Issued monthly, itreports latest modifications, interpretations, and proposed changes inoccupational safety and health legislation. It keeps you up to date onOSHA.

If you want an inexpensive publication to help analyze your campus com-pliance with OSHA standards, you need the "OSHA Standards Handbook forSmall Business." Don't let the 'small business' orientation fool you;this book gives you clear, concise guidelines for inspecting your ownfacilities to see how you stack up with OSHA. It's soft cover, crammedwith 370 pages of simple-to-use checklists and worksheets. Best, it'sonly $15.00 - a price you can't afford to pass up. The only catch isthat it's presently available to members only and government-agencies.But it's worth the cost of membership, in my opinion.

Finally, a word or two about posters. Posters, alone, don't constitutea safety program. But they're an important part of your program. Theyserve as adv3rtisements, reminders, warnings - and even help moldattitudes. Carefully selected, conspicuously mounted, and changedregularly, they deliver a'message in addition to their content: Theytell the staff that management cares enough to create a safety posterprogram. As your Canadian professor puts it, this is a case of the"medium being the message." Our poster directory will not only giveyou a tremendous variety of posters to choose from but also assistancein how to use them for greatest effectiveness. A good safety posterprogram is like frosting on the cake.

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Well, I hope I've given you a glimmer of what the NSC has to offer inyour safety program. If you have questions about specific materials,services or programs, I'd be happy to respond to them now if we havetime, or whenever convenient for you.

Thank you for your attention.

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'The Use of Audio Visual in Safety Programs'

Paul W. KingTechnical Sales Representative

Kodak Canada Limited

Thanks very much Marty. First, I'd like to welcome you to Calgary - Iknow everybody else has welcomed you but I hope that you have a verysuccessful conference here and I know that you'll enjoy the wonderfulspectacle of the Calgary Stampede. Judging by some of the comments Iheard this morning about sore feet, I think that a lot of you have alreadyhad a chance to go to the Stampede and have enjoyed walking around there.

Before we get into this discussion on the use of audio visuals in safetytraining, I wonder if I could just ask 'How many of you, in fact, ownany kind of a camera at all? Could anybody who owns any kind of a cameraat all put up a hand please': Well, that looks like almost everybodywhich is just what I expected. Now, if I can narrow it down just a littlebit, could anybody who owns what I would call a fairly sophisticatedcamera, like a Pentax, or a Canon or a Topcon, anybody who owns a cameralike that, could all those people raise a hand please? Alright, wellagain, that's a pretty good percentage of you, and I think that all thosepeople that have that kind of equipment are well on their way to beingable to put on an audio visual presentation. For those people who arenot camera buffs, I think we're also going to cover some informationtoday which will help you to put on this type of a program. In fact, atthe end of this hour, we're going to show you a brief program made by anon-photographer and he really acted in a writing and coordinating func-tion and you could do the same thing; so I think we have a little bit ofinformation for everybody.

I think that as Safety Officers one question which must remain in the fore-front of your mind is, 'what can I do to increase safety habits of thestaff and students on my particular campus?' One answer to this lies inthe use of more effective training. Now, training is really the communica-tion of information and ideas and what you're really hoping for in trainingis, as Ron told us this morning, a change in peoples' understanding or achange in their ability to undertake some kind of function. Training ofany, kind is difficult because the person giving the training and those re-ceiving it view the same subject with very different eyes. I think insafety training this is especially difficult because many people have theinate belief that accidents always happen to somebody else. They think itwill be somebody else who falls down the stairs, somebody else who gets anelectric shock, or somebody else who is trapped by fire. Now the factwhich we can use to overcome this is that 90% of what a person knows theyhave learned, in fact, is through their eyes.

We live in an extremely visually oriented society. Those people, espe-cially under the age of 30, have grown up with television and all of usnow are used to watching television and having information presented to usin a concentrated form. We are used to digesting this and we're used toenjoying it. Another advantage of using audio visual is that it gives usa common frame of reference and both the trainer and the trainee really

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see the subject the same way. I think one example of this is that I'msure all of us have pretty much the same idea of what it's like to walkon the moon or what we think the moon's landscape looks like. The reasonwhy we probably all have the same understanding of this is because we'veall seen the same movies and the same still photographs, which the astro-nauts brought back. So, we have a common frame of reference for learningabout that particular subject.

In your training you have access to various media. Most campuses have atleast one VTR set-up and these are gaining wide acceptance in the trainingfield. If you yourself don't want to use the VTR equipment, you can usuallyget the media people to operate it for you and help you in that way. Motionpicture films have long been used as a training tool, documentaries havebeen made on motion picture films for a long time; they seem highly accept-able and highly effective. One of the reasons for this is that we all enjoywatching the movies; we equate it with fun, we don't think that a movie iswork, that we're learning something or that it's tough. It is a very ac-ceptable way of putting across your safety message or any other form oftraining. But I think the basic building block of audio visual programminghas always been, and will probably remain for some time, the basic slide.Now, the reason for this is slides are extremely cost effective. The costof transparency film in terms of training programs is minimal; it's easy toupdate slide programs and almost everywhere you go you'll find a projectorthat you can project your slides. Really, all you need is a speaker to gowith the slides. We'll be talking about that a bit liter too - how you canmodify that. Putting or slide tape programs is like everything else; thereare a few techniques which help to streamline the production, which makeit more effective aid actually make it easier to produce. Now we're goingto watch a multi-media audio visual presentation entitled 'Effective VisualPresentation' and I hope that this will give you some of the 'how to do it'aspects of AV programs.

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BUILDING EVACUATION AND RELATEDFIRE SAFETY MEASURES

J. L. PaulsNational Research Council of Canada

Campus safety administrators must deal with a variety of buildings andoccupancies entailing many of the hazards that are usually found inresidential, public assembly, institutional, business, and industrialsituations. In addition, they must work within a framework in whichline's of authority are complicated by the conflicting goals of adminis-trative control and academic freedom. Furthermore, the persons thesafety administrathrs are trying to protect may appear to be at bestapathetic and at worst antagonistic toward personal and property safetyand the authority structure within which safety is promoted.

Recognizing the almost certain frustrations of taking an authoritativestance in promoting safety, the campus safety officer may wish toappeal to his campus colleagues' respect for knowledge-based standardsof human conduct (at least as an ideal). In addition to explainingestablished safety practices in terms of their tested validity he mightalso encourage some colleagues to pursue research studies that mightprove useful both in the campus context and elsewhere. The need forsuch studies, particularly of human-behavioral aspects of fire safety,will become evident in the following description of recent evacuationstudies in high-rise office buildings and public-assembly buildings.

HIGH-RISE BUILDING EVACUATION

Until recently it has generally been assumed that in the event of firein a building the safety of most occupants can be achieved by rapid,total evacuation. The feasibility of this procedure is now increasinglybeing questioned for high-rise buildings that have large populations andlimited means of egress. Buildings may also pose evacuation difficultiesbecause occupants are inadequately instructed and organized, iicapable,reluctant, or even hostile. At the same time, with improved d,,,ign andoperating measures, many buildings will require only a very localized,partial evacuation in the event of fire. During the last ten years muchresearch has been done on smoke movement and its control, a factreflected not only in the technical and popular literature but increas-ingly in safety regulations.1-8 Influenced not only by these new safetyregulations but also by public concern and corporate conscience, buildingowners and designers have begun to include, in new high-rise buildings,systems for fire detection and suppression, smoke control, and emergencycommunication.

Evacuation in its various forms (both in new high-rise buildings or inthe vast majority of existing buildings not provided with such newsystems) is not well understood. Generally, knowledge about the behaviorof building occupants during emergencies is very limited.9-11 In Canada,since 1969, the movement of people down exit stairs during evacuationdrills conducted by the Dominion Fire Commissioner in high-rise officebuildings have been documented and the results appear to be useful in

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predicting what might happen in real fire emergencies. For example, an

improved basis for predicting total evacuation time is now available.

These results also raise questions about the validity of some tradition-

ally accepted concepts and formulae for exit design.

What follows is a brief description of these results relating to conven-

tional total evacuations and to new forms of selective evacuations.

(More detailed reports describing the evacuation study are avail:Ole. 12, 13)

Although it may not be iimiiediately apparent, many of the evacuation findings

apply to a range of campus buildings, not just to high-rise office

buildings.

Total Evacuation Procedures

The term "total evacuation" is used to describe the conventional,simultaneous movement of all occupants of a building to the outdoors at

ground level by way of stairs. Of the 40 evacuation drills observed inhigh-rise office buildings in Ottawa, 30 were total evacuations entailing

movement of nearly 15,000 people down 60 stairways. Stair use totalled

about 75,000 person-storys.

An important factor in total evacuation is the density of evacuees on

stairs. It is influenced by each individual's psychological desire for

space and interpersonal separation. In the observed drills, most evacuees

chose to occupy a space requiring an average of about two stair treads of

a typical 44-in. (1.12-m) wide exit stair. (A more detailed discussion ofpedestrian densities and movement on stairs is given by Fruin.l4)

Observed descent speeds, which varied according to density, ranged from

about eight stories per minute for widely separated individuals to zero

for crowd densities equivalent to three evacuees on every two 44-in.

(1.12-m) wide stair trends. At the apparently comfortable density of

one evacuee on every two trends the descent speed was about four stories

per minute.

Flows on stairs, or number of people per minute passing a fixed point,

also varied according to density; the highest observed mean flow wasabout 30 persons per uinute per 22 in. (0.56 m) of stair width. This

occurred at an average density about 50 per cent greater than the

apparently comfortable density just mentioned. In a midwinter totalevacuation, with evacuees wearing bulky clothing, mean flows were about

20 persons per minute per 22 in. (0.56 m) of stair width. These flows

are much lower than the 45 persons per minute per 22 in. (0.56 m) ofstair width frequently stated in the literature and assumed in building

codes.

Another noteworthy point is that an increase in the width of stairs,

smaller than the 22-in. or 12-in. increments now recognized in building

codes, caused a proportional increase in the mean egress flow. With

the impending conversion to metric, use of the exit-design formula

based on a mean stair flow of four to five persons per minute per 0.10 m(4 in.) of stair width appears more realistic and flexible than thetraditional "unit of exit width" formula, described in the NFPA Life

Safety Code.15

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Based on empirically derived density, speed, and flow relations andpartially validated by observed total evacuation times, Fig. 1 showsthat the time required to complete total evacuation is mainly dependenton actual building population and available stair width. Other factors,not indicated in Fig. 1, include the wearing of bulky clothing byevacuees, evacuee training or experience, and the organizational ormanagement aspects of a total evacuation. Although Fig. 1 is derivedfrom observations in office buildings it does give some indication ofthe anticipated total evacuation times in other occupancy situationswhere the evacuation of all occupants begins within a minute or so ofan alarm being sounded. (This would probably not be the case in residen-tial high-rise buildings.) As will be described later, the normal egressflows of crowds on stairs in grandstand-type buildings have been found tobe similar to those observed in the Ottawa high-rise office evacuations.A similar graph could be used, therefore, to determine acceptable egressfacilities for a grandstand.

The predicted times for total evacuations given in Fig. 1 for high-riseoffice buildings are about 50 per cent longer than the times suggestedin previously published predictions.16 Total evacuations in midwinter,when evacuees wear bulky clothing, could take twice as long as previouslypredicted.

An improved ability to predict total evacuation times is somewhat academicunless factors affecting the acceptability of the times are considered.For example, when a serious fire occurs, how much time is available beforefloor areas become smoke logged and for what period of time can stairs beused by crowds of evacuees before smoke becomes psychologically orphysiologically unacceptable?1, 3, 7, 8, 17 Traditionally, 7 to 10minutes has been acceptable as a workable total evacuation time, but thiscriterion, like many others, should now be reexamined.

Assessing the adequacy of exit provisions and fire emergency procedures inparticular buildings may be done, in part, by carrying out simple evalua-tions of evacuation exercises and fire protection systems. Suchevaluations may lead to improvements in building systems perhaps to theextent that rapid total evacuation is replaced by more selective, lessdisruptive fire-emergency procedures for building occupants.

Selective Evacuation Procedures

In selective evacuations in high-rise buildings, exit stairs are generallyused initially by persons on the fire floor and adjacent floors. In theevacuation studies of high-rise office buildings in Ottawa, about 10phased evacuation drills were observed. In a typical drill, the hypothet-ical fire floor was evacuated first, then the adjacent floors, followed byclearance of the remaining floors, starting from the top floors of thebuilding (which could rapidly Le made untenable by smoke movement upward asa result of stack action3,-7). In these "sequenced" evacuations evacueedensities and flows were usually much lower and stair descent speeds higherthan in total evacuations.

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Of course, some "costs" are entailed in achieving a selective andcontrolled evacuation. Paramount among these is the time that is requiredto monitor the clearing of particular areas of a building, to makedecisions about the need for and timing of further evacuations, and tocommunicate evacuation directions to building occupants. Public addressand telephone systems controlled from a central panel must be provided,maintained, tested, and properly operated. Experience of the DominionFire Commissioner in Ottawa has shown that neither the provision ofequipment nor the training of equipment operators is straightforward andmuch remains to be learned.18-20 Finally, the selective evacuationprocedures only make sense where there are reasonable expectations thata fire and the products of combustion can be detected and controlled sothat only a portion of a building's occupants is endangered. To thislist must be added the need for better knowledge of how people willbehave in a fire situation, particularly with the selective evacuationprocedures requiring that some, perhaps all, of the occupants remain ina building until a fire is extinguished.

HUMAH BEHAVIOR IN FIRE EMERGENCIES

Studies of human behavior during actual fire emergencies reveal that panicis relatively rare. In general, people cope remarkably well not only withfire emergencies but also with a wide variety of disaster situations. 9-11

This is not generally acknowledged in popular accounts of fire incidents,where the term "panic" is often used to describe behavior that may appearto be excited but which, in the emergency context, is quite reasonable.(In technical literature, the term "panic" refers to non-rational, non-adaptive, and possibly non-social behavior.)

A recent British study (at present being extended in the U.S.A.) isnoteworthy. Questionnaires were used to help describe the behavior ofover 2,000 people involved in nearly 1,000 fires attended by fire

brigades. The various actions taken by these people were cross-tabulatedwith personal, building, and fire variables. Evacuation of the buildings

and movement through smoke were two important areas of interest, and manyfindings of a descriptive nature are listed in the report. The reportstates, "In general terms the majority of people appeared to have behavedin what might be considered an appropriate fashion, although some 5 percent of the people did something which was judged to 'increase the risk'.

There was little evidence of true 'panic'. "9

RELATED STUDIES OF NORMAL BUILDING USE

One additional recent aspect of Canadian evacuation studies is relevantto the task of campus safety officers. This deals with the normal egressmovement of crowds of people from buildings having assembly occupancies.Observations of such movement in theaters, arenas, and grandstands werebegun in 1973. In mid-1974, extensive observations were conducted inthe new triple-tier 17,000-seat Calgary Stampede Grandstand.21 Theseprovided data concerning flow capacities of the many stairs (about 200flights) used for egress from the building, and useful information onhow crowds (composed of a wide range of ages and abilities) cope withunfamiliar means of egress. The densities, speeds, and flows on the

Calgary Grandstand stairs were found to be comparable to those measured

in high-rise office building evacuation drills.

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Campus safety officers, dealing as they do with buildings with assemblyoccupancies (e.g., lecture theaters, arenas, stadia) could perform avaluable service by initiating small-scale studies of normal crowd flowwhich frequently occurs in such buildings. The results would undoubtedlyindicate some of the difficulties to be overcome (in terms of buildingdesign or management) in an emergency evacuation situation and might alsobe of wider significance in the general design of similar facilitieselsewhere.

CONCLUDING REMARKS

This paper has touched on a few of the safety matters of concern particu-larly to campus safety administrators. Two further concerns, fire drillsand fire safety education, could have been discussed at some length. Assuggested in the introductory comments, these may be viewed antagonistic-ally or apathetically by many of the people usually found on campuses.There are no easy solutions here.

Fire drills may be useful in certain buildings and in certain occupancycontexts; however, they can also do more harm than good. Periodic totalevacuation drills are of value in a building which contains extreme firehazards, which is not adequately compartmented, or which, for some otherreason, does not offer protection against rapid fire and smoke spread.An important consideration in such drills is that building occupantsappreciate the hazards and the need, therefore, to be capable of rapidtotal evacuation. In high-rise residential buildings, having a highdegree of compartmentation limiting fire and smoke spread, the trainingof occupants to evacuate rapidly is generally not warranted. Othercampus occupancies may be better served by selective evacuationprocedures requiring more specialized training on the part of a smallnumber of staff personnel.

Perhaps more important than conditioning people to evacuate the buildingis the task of promoting a broader appreciation what can be done toprevent fires and how to deal with them should they occur. Campus safetyand the long-term awareness of those on campus as students will both beimproved by making safety an intrinsic aspect of normal occupancyactivities rather than something viewed solely as authoritarianimposition. A constructively critical or research attitude toward safetypractices may appeal to many on campuses and, equally important, it mayhelp provide information which is needed to supplement or even supplantexisting tradition-based approaches to safety. The need for knowledge-based approaches to safety in genera122 should be a concern of safetyadministrators.

One of the suggestions, arising from studies of evacuation of buildingsdescribed briefly in this paper was that conventional wisdom (and evensome of the presumably-technical literature) may be in error. It ishoped, however, that these studies have, at the same time, indicatedalternate approaches to designing and operating some of the fire safetyfacilities in buildings to achieve equivalent or perhaps better thanequivalent levels of safety.

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This paper is a contribution from the Division of Building Research,National Research Council of Canada, and is published with the approvalof the Director of the Division.

REFERENCES

1. General Services Administration, International Conference on FireSafety in High-Rise Builings, Warrenton, VA, 1971. Washington, DC,

U. S. Government Printing Office, 1971.

2. National Fire Protection Association, High-Rise Building Fires andFire Safety. NFPA No. SPP-18, Boston, 1972.

3. ASHRAE Handbook and products Directory: 1973 Systems Volume,Chapter 41, Fire and Smoke Control. American Society of Heating,Refrigerating and Air-Conditioning Engineers, Inc., New York, 1973.

4. Associate Committee on the National Building Code, NationalBuilding Code of Canada 1975, National Research Council of Canada,Ottawa, 1975.

5. Associate Committee on the National Building Code, Measures forFire Safety in High Buildings. National Research Council of

Canada, Ottawa, 1973. NRCC 13366.

6. City of New York, Local Law No. 5, Fire Safety Requirements andControls, The City Record, New York, 1973.

7. Tamura, G. T. and McGuire, J. H., Smoke Movement in High-Rise

Buildings. National Research Council of Canada, Division ofBuilding Research, Canadian Building Digest 133, January 1971.

8. Tamura, G. T. and McGurie, J. H., Smoke Control in High-RiseBuildings. National Research Council of Canada, Division ofBuilding Research, Canadian Building Digest 134, February 1971.

9. Wood, P. G., The Behavior of people in Fires. Great Britain,Fire Research Station, Fire Research Note No. 953, November 1972.

10. Rubin, A. I., and Cohen, A., Occupant Behavior in Building Fires.National Bureau of Standards, U. S. Department of Commerce,Washington, NBS Technical Note 818, February 1974.

11. Quarantelli, E. L., Human Behavior in Disaster. Paper presentedat Conference, Designing to Survive Disaster, ITT ResearchInstitute, Chicago, November 1973.

12. Pauls, J. L., Building Evacuation and Other Fire Safety Measures:Some Research Results and Their Application to Building Design,

Operation, and Regulation. In EDRA 5, Man-Environment

Interactions: Evaluation and Applications. The State of the Artin the Environmental Design Research - 1974, Part 4, p. 147-168.published by Environmer'al Design Research Association, Inc.(School of Architecture, University of Wisconsin). (Reprinted as

NRCC 14708)

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13. Pauls, J. L., Evacuation and Other Fire Safety Measures in High-Rise Buildings. To appear in ASHRAE TRANSACTIONS 1975, Vol. 81,Part 1.

14. Fruin, J. J., Pedestrian Planning and Design. MetropolitanAssociation of Urban Designers and Environmental Planners, Inc.,New York, 1971.

15. National Fire Protection Association, Life Safety Code, AppendixA-5. National Fire Protection Association, Boston, NFPA No. 101,1973.

16. Galbreath, M., Time of Evacuation by Stairs in High Buildings.Fire Fighting in Canada, Feb. 1969. DBR Fire Research Note 8.

17. Phillips, A. W., The Physiological and psychological Effects ofFires in High-Rise Buildings. Factory Mutual Record, May-June1973, p. 8-10.

18. Hornby, E. S., Voice Communication Systems in High-Rise Buildings.Address to Building Design and Communications Seminar, Calgary,Alberta, 9-11 September 1974.

19. Hornby, E. S., Volunteer Fire Safety Programs Pay High Dividendsfor Government Officials. Canadian Consulting Engineer, Vol. 16,No. 11, November 1974, p. 30-31.

20. Office of Dominion Fire Commissioner, Standard for Fire AlarmSystems. DFC No. 410, Canada, Department of Public Works, August1974.

21. National Research Council of Canada, Division of Building Research,Crowd Egress from Grandstands. Ottawa, Building Research News No.52, October 1974, p. 1-3.

22. Jones, D. F., Human Factors, Occupational Safety; a Report to theLabour Safety Council of Ontario, Toronto, 1969, 72 p.

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500 1000BUILDING POPULATION PER 22" (0.56M)

STAIR WIDTH

Figure 1 Predicted total evacuationtime for high-rise officebuildings using exit stairways.

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PEOPLE INVOLVEMENT IN HIGH-RISE BUILDING EMERGENCIES ONUNIVERSITY CAMPUSES

Bruce G. DuncanChief, Fire Safety, Training and Development

Office of Dominion Fire Commissioner

The fire fighting problems of a high-rise building are similar to thoseof a large ship in which rescue and fire fighting procedures must becarried out internally as most of the floors are out of reach of effec-tive external operations. Consequently there is a similar largepotential for disaster.

Traditionally, fire safety in buildings requires that all occupantsevacuate the building immediately after the sounding of the fire alarm.This allows the fire department to begin fire fighting and rescue opera-tions in an evacuated or nearly evacuated building. This immediateevacuation concept was and still is the basis of most current buildingcode requirements. It provides for the evacuation of the buildingoccupants through a combination of enclosed escape stairwells and a fireseparation at each floor. These requirements have proven acceptable forall buildings except those of excessive height.

Paralleling the development of the modern high-rise building are newinnovations in fire detection and fire control equipment: flame detectors,

heat detector thermostats, rate-of-rise heat detectors, combination heatdetectors, smoke detectors and products of combustion detectors, all inaddition to more sophisticated fire alarm circuitry. All have been installedin high buildings to a greater or lesser degree. But regretfully, many,although accredited by nationally recognized fire test laboratories, are farfrom reliable and require highly skilled installations and maintenance. All

too many installations are doubtful. The results are too many false alarms -estimated to run to 90% of those received -- and system failures.

The frequency of false alarms demonstrated several shortcomings in applyingexisting fire emergency procedures to high-rise buildings and created anurgent need for their review. On May 24, 1968, an unannounced full-scalefire emergency exercise was held in a 22 story office building in downtownOttawa to assess the feasibility of evacuating such a building on animmediate basis. Chaos and a near panic situation occurred. After half anhour only some 8 floors had been cleared and all stairways were blocked.But this experiment proved conclusively to our minds that it is impossibleto effect total immediate evacuation of a high-rise office building withina safe period of time.

This point established, the Dominion Fire Commissioner constituted a specialtask group within the Government of Canada to evaluate the total fire safetyproblem of high-rise office buildings. The study embraced a review of U.S.practices, including an on-the-spot survey of several buildings in New York

City. It soon became evident that post World War II high-rise buildingspose a new and different set of problems to those of earlier structures and

that a fundamentally new approach was needed.

Recommendations were published in a special report "Fire Safety in-High-Rise Office Buildings" published in April, 1969. All the recommendationshave now subsequently been substantially incorporated into the NationalBuilding Code of Canada. Operating procedures have been recommended forinclusion in the National Fire Code of Canada now under revision.

The behavior of fires in high-rise buildings is being studied on a con-tinuing basis and to date the recommendations of the report have beentotally substantiated.

CURRENT EVACUATION PROCEDURES IN HIGH-RISE BUILDINGS

Current emergency procedures used in most Government of Canada high-risebuildings now use the principle of phased evacuation. It maximizes theuse of the stairways but avoids overcrowding and panic situations.

For offices and related occupancies in which the floor areas are largelynon-compartmented, the fire floor is first evacuated followed by thefloors immediately above and below. The remainder of the building isthen progressively evacuated starting at the top floor. No persons arerestrained if they wish to leave.

For compartmented buildings, such as apartment buildings, universitycampus dormitories, phased evacuation is such that the occupant of thefire suite is first evacuated followed by progressive evacuation of thefire floor, the floor above and floor below, then the top floor downwards,the degree of evacuation being dependent upon the assessment of the firesituation by the responding fire department.

Phased evacuation procedures are to be in effect when the building is infull operation only with a full occupant load, otherwise immediate evacua-tion is required. Hence, in a flexible working hour situation in an officebuilding, phased evacuation procedures will only be in effect during "core"

hours. In an apartment building, phased evacuation procedures will alwaysbe in effect. In a partly occupied building, immediate evacuationprocedures will be in effect.

INTEGRATED FIRE ALARM AND VOICE COMMUNICATION SYSTEM

To effect these phased evacuation procedures, two related components areessential:

. An effective integrated fire alarm and voice communicationsystem; and

. Availability of competent personnel to operate the systemin accordance with a predetermined fire safety plan.

A breakdown in either of these camponents could have serious consequencesin a fire emergency situation and it is essential that they both bemaintained.

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The essential features of an integrated fire alarm and voice communica-tion system are a central control console provided with:

. Input from the fire alarm system with automatic outputto building and fire department alarms, and controllingrelays for elevators and air handling systems.

. A telephone system with communication to all floors.

. A microphone connected to a loudspeaker system throughoutthe building.

Many such systems have been tested out in Department of Public Workscontrolled high-rise buildings under both simulated and actual emergencyconditions and the following performance requirements formulated in apublished Standard.

CENTRAL CONTROL

INTEGRATED FIRE ALARM AND VOICE COMMUNICATION SYSTEMS SHALL BE CONTROLLEDFROM A CENTRAL CONTROL FACILITY LOCATED

. ON THE STREET ENTRANCE FLOOR OF THE BUILDING TO WHICHTHE FIRE DEPARTMENT WOULD NORMALLY RESPOND; AND

WITHIN A SOUND RESISTANT ENCLOSURE.

Early installations had this central control installed in the open entrancelobby area and the noise of people evacuating almost completely impairedits operation. The enclosure is to be of noncombustible construction andof adequate size to accommodate both equipment and personnel (at least twopersons) and permit maintenance of the equipment. It is also advantageousbut not essential if the enclosure can provide for vision of the main lobby

area. It is essential that the central control is in the form of a deskconsole to permit the operator to keep a record of the evacuation statusof the building.

CENTRAL CONTROL SHALL BE PROVIDED WITH -

. MEANS TO INDICATE VISUALLY AND AUDIBLY THE FLOOR FROMWHICH THE ALARM SIGNAL WAS INITIATED.

This refers to the evacuation alarm system in the building.

. MEANS TO INDICATE VISUALLY AND AUDIBLY ALL REQUIREDALARMS FROM SPRINKLER SYSTEMS, AUTOMATIC FIRE PROTEC-TION SYSTEMS, AND AUTOMATIC FIRE DETECTION SYSTEMS.

. A SWITCH TO SILENCE THE AUDIBLE SIGNAL AT CENTRALCONTROL.

This silencing switch is for the bell or buzzer at central control only.

. A SWITCH TO SILENCE BELLS THROUGHOUT THE BUILDING, BUTONLY AFTER A MINIMUM OPERATING PERIOD OF ONE MINUTE.

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The minute delay has a two-fold purpose: it positively indicates to

building occupants that there is an alarm, and gives time for the manning

of central control. The silencing switch is to be indicated by aflashing signal when it is in operation.

A MANUAL FIRE ALARM STATION TO ACTIVATE BELLS THROUGHOUTTHE BUILDING.

This switch is to take the form of a manual fire alarm box.

. MEANS TO CONTROL LOUDSPEAKERS AND TELEPHONE HANDSETS.

. MEANS TO RECORD ALL VOICE TRAFFIC AND ALARM SIGNALS.

.MEANS TO TRANSMIT AUTOMATICALLY ANY ALARM SIGNAL TO THEFIRE DEPARTMENT.

.MEANS TO SHUT DOWN BUILDING AIR HANDLING SYSTEMS.

If the building is equipped with a smoke movement control system, thenthe control switches for such a system are to be on the console.

.MEANS TO CAUSE THE TOP VENT TO OPEN WHEN THERE IS ANAPPROVED SMOKE SHAFT.

Floor vents to any smoke shaft are required to be controlled from thefloor below.

.MEANS TO CAUSE ALL REQUIRED FIRE DOORS TO CLOSE AUTO-

MATICALLY.

This refers only to those fire doors normally held open.

. MEANS TO RETURN ELEVATOR CARS TO THE MAIN FLOOR.

The main floor is considered that one to which the fire department will

respond. In the case of double-decker cars, the upper car shall be the

one considered.

. MEANS TO STOP ALL ESCALATORS.

This includes the activation of self-covering devices.

. MEANS TO SHUT OFF BACKGROUND MUSIC SYSTEMS.

FIRE ALARM

ANY MANUAL FIRE ALARM STATION OR HEAT DETECTOR SHALL -

. CAUSE "BELLS" TO SOUND THROUGHOUT THE BUILDING

During the Task Group study, it was found that many high-rise buildings

in U.S. cities did not have any evacuation fire alarm system. Others only

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-34-had single floor alarms. Based upon theoretical considerations the fire

floor only evacuation alarm system seemed most appropriate and so it wasone of the Department of Public Works Task Group recommendations. Actualexperience proved otherwise. Quite frequently the initial alarm - eitheron a manual or automatic basis - does not originate from the fire floor.This is one of the principal objections against the use of a fully auto-mated system with pre-recorded taped messages. Similarly, without ageneral fire alarm, it proved difficult to alert building emergencypersonnel. And so all bells were required to be sounded. It is permis-sible, subject to local approval, to transmit the bell sound overloudspeakers.

. INDICATE THE FLOOR FROM WHICH THE ALARM SIGNAL WASINITIATED BY MEANS OF A VISUAL AND AUDIBLE SIGNALAT THE CENTRAL CONTROL.

A zone alarm proved only to complicate emergency procedures and so it wasrequired that only floors be annunciated.

SHUT DOWN BUILDING AIR HANDLING SYSTEMS UNTILMANUALLY RESTARTED.

An exception to this are systems specially designed for smoke movementcontrol.

TRANSMIT THE ALARM SIGNAL TO THE MUNICIPAL FIREDEPARTMENT.

This avoids the serious type of delay highlighted in the Sao Paulo disasters.

RETURN ALL ELEVATOR CARS DIRECTLY TO THE MAINFLOOR.

Again, this is the floor to which the fire department will respond. The

fire record is full of cases where people have been trapped in elevatorsand asphyxiated.

. STOP ALL ESCALATORS.

INITIATE OPERATION OF TAPE RECORDING EQUIPMENT

This is more completely described under VOICE COMMUNICATION.

CAUSE ALL FIRE DOORS TO CLOSE AUTOMATICALLY.

This refers to tll doors normally held open by electro-magnetic devices.

SHUT OFF BACKGROUND MUSIC SYSTEMS.

VOICE COMMUNICATION

VOICE COMMUNICATION SHALL BE PROVIDED BETWEEN CENTRAL CONTROL AND FLOORAREAS BY MEANS OF -

. LOUDSPEAKERS CONNECTED TO A MICROPHONE AT CENTRAL CONTROL.

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35

. EMERGENCY TELEPHONE HANDSETS IN ALL FLOOR AREASCONNECTED TO ONE AT CENTRAL CONTROL.

Some microphones at central control have an integrated switch capable ofsilencing all bells when it is depressed, but again only after the bellshave operated for a minimum period of one minute. Early designs onlyprovided this switch as the shut-off for the bells. Experience provedthat the bells would sound intermittently as the operator slackened hispressure on the switch. Present practice eliminates the requirement forthis switch as it is on the low voltage electronic part of the circuitryand if required is to silence an electrical circuit. Many failures havebeen experienced in such installations.

. LOUDSPEAKERS SHALL PROVIDE EFFECTIVE VOICE COMMUNICA-TION TO THE FOLLOWING AREAS:

The simple requirement is for loudspeakers to provide voice communicationto all areas of the building, but experience has proven that never-endingfloor layout changes seriously impair the effectiveness of such a systemand so effective-communication is concentrated on certain areas where onsounding of the fire alarm bells the building occupants are expected tocongregate.

. ALL BASEMENT FLOOR AREAS.

This includes storage and garage areas.

. ALL EXIT STAIRWAYS.

Early systems missed this important area and the omission resulted inconfusion during building evacuations mainly caused by the fire departmentadvising that the building emergency was over but unable to advise buildingoccupants in the stairways of this fact.

. ALL STAIR AND ELEVATOR LOBBIES.

Speakers in these are to be on the floor circuits.

. MAIN ENTRANCE LOBBY.

These are required so that people will not congregate in this area.

. ALL CORRIDORS.

These are corridors providing access to exits and is the area where occu-pants are expected to congregate in office buildings when the alarm bellssound. In the case of open office floor areas, aisle space adjacent toeach exit stairway is to be provided with voice communication to aneffective area sufficient to accommodate ALL persons on the floor on thebasis of 5 sq. ft. per person at not less than 5 per cent of the totalfloor area.

ALL SERVICE FLOOR AREAS WHERE PEOPLE MAY WORKING.

These include boiler rooms and fan rooms.

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. ALL APPROVED AREAS OF REFUGE WHEN PROVIDED.

An early concept in high-rise fire safety was the provision of such areas,but their provision did not prove economically feasible.

. ALL INSTITUTIONAL FLOOR AREAS.

ALL ASSEMBLY AREAS SUCH AS THEATRES AND CONFERENCE ROOMS ARE INCLUDED.

ALL RESIDENTIAL FLOOR AREAS.

This includes apartment suites.

. ALL MERCANTILE FLOOR AREAS.

This includes boutiques in office complexes.

. LOUDSPEAKERS SHALL BE GROUPED BY FLOOR AREA AND EXITSTAIRWAYS, AND COLLECTIVELY FROM THE CENTRAL ALARMAND CONTROL FACILITY.

This is to simplify emergency operation procedures. The usual practiceis to use the "All Call" button but in certain instances messages arerequired to be given to a particular floor or the stairways only.

TELEPHONE SYSTEM

. A TELEPHONE HANDSET AT CENTRAL CONTROL SHALL PROVIDECOMMUNICATION WITH HANDSETS ON ALL FLOOR AREAS OFTHE BUILDING.

One telephone handset or telephone jack is required within 20 feet of clearand unobstructed travel distance from each exit stairway and as remote aspossible from the nearest bell to minimize sound interference. The tele-phones on any one floor are to be grouped.

. UNDER NORMAL OPERATING CONDITIONS, THE TELEPHONE SYSTEMSHALL OPERATE ON A PARTY -LINE BASIS AND ANNUNCIATE THEFLOOR AREA WHERE THE HANDSET IS LOCATED.

This is the usual operation procedure for fire emergency situations.

. UNDER UNUSUAL EMERGENCY OPERATING CONDITIONS, THE TELEPHONESYSTEM SHALL BE OPERABLE ON A PRIVATE-LINE BASIS WITH THEHANDSET AT CENTRAL CONTROL.

This provides for emergency incidents other than fire, such as bomb threats.

. TELEPHONE HANDSETS SHALL BE PROVIDED WITH "PRESS-TO-TALK" BARS.

Experience has proven that the bars are more reliable than buttons. The

arrangement is such that if the handset is raised from its bracket and thebar not depressed, messages may be received from, but not transmitted to,the central control.

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. SUBJECT TO SPECIFIC APPROVAL, TELEPHONE JACKS MAYBE PROVIDED IN LIEU OF TELEPHONE HANDSETS. IN SUCHCASES, AT LEAST TWO PORTABLE TELEPHONES SHALL BELOCATED AT CENTRAL CONTROL,

This is where vandalism may occur, such as in apartment corridors and base-ment garages.

. ALL CIRCUITS TO LOUDSPEAKERS AND EMERGENCY TELE-PHONE HANDSETS SHALL BE ELECTRICALLY SUPERVISED.

An open or ground fault on any circuit shall be indicated.

EMERGENCY POWER

EMERGENCY POWER SHALL BE OF SUFFICIENT CAPACITY TO OPERATE INTEGRATED FIREALARM AND VOICE COMMUNICATION SYSTEMS FOR A PERIOD OF NOT LESS THAN 2 HOURS,EXCEPT THAT THE "BELLS" ARE ONLY REQUIRED TO OPERATE FOR 20 MINUTES ONEMERGENCY POWER.

AUTHORIZED USERS OF THE SYSTEM

THE USE OF INTEGRATED FIRE ALARM AND VOICE COMMUNICATION SYSTEMS SHALLNORMALLY BE RESTRICTED TO FIRE EMERGENCY PURPOSES. VOICE COMMUNICATION

SYSTEMS SHALL ONLY BE USED BY

. PERSONNEL WHO HAVE SUCCESSFULLY COMPLETED ANACCREDITED TRAINING COURSE: AND

. FIRE DEPARTMENT PERSONNEL.

TESTING

A WEEKLY TEST OF THE VOICE COMMUNICATION SYSTEM SHALL BE CARRIED OUT DURING

NORMAL WORKING HOURS AT A REGULAR SCHEDULED TIME. THIS TEST SHALL INCLUDE

THE FOLLOWING OPERATIONS:

. A MESSAGE SHALL BE TRANSMITTED OVER ALL THE LOUD-SPEAKERS USING THE MICROPHONE AT THE CENTRAL CONTROL.

A MESSAGE SHALL BE RELAYED FROM ONE TELEPHONE HANDSETON EACH FLOOR CONFIRMING THAT THE LOUDSPEAKERS IN THE

FLOOR OPERATED SATISFACTORILY,

TELEPHONE MESSAGES SHALL BE ACKNOWLEDGED AT CENTRAL

CONTROL.

This test is to ensure that all speakers and telephones are operative, and

gives the voice communication operator practice. The procedure should take

approximately one minute per floor.

A TEST ONCE EVERY THREE MONTHS SHALL BE MADE OF THE INTEGRATED FIRE ALARM

AND VOICE COMMUNICATION SYSTEM AND ALL EMERGENCY SYSTEMS ACTUATED FROM THE

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CENTRAL ALARM AND CONTROL FACILITY UNDER SIMULATED FIRE EMERGENCY CON-DITIONS. All TESTS SHALL BE MADE AT A REGULAR SCHEDULED TIME AND THEFOLLOWING CHECKED:

ONE MANUAL FIRE ALARM STATION ON A ROTATIVE BASIS;

ALL "BELLS";

ALL VISUAL AND AUDIBLE INDICATING DEVICES ATCENTRAL CONTROL;

. ALL CONTROLS INCLUDING ALARM SILENCING ANDTRANSFERRING DEVICES;

. THE TRANSMISSION OF THE ALARM TO THE MUNICIPALFIRE DEPARTMENT;

ALL LOUDSPEAKERS BY ACTUATING THEM SELECTIVELYAND COLLECTIVELY;

TELEPHONE HANDSETS BY TRANSMITTING CALLS ONBOTH A PARTY- AND PRIVATE-LINE BASIS;

. BUILDING SERVICE FACILITIES INCLUDING, WHEREAPPLICABLE, THE AUTOMATIC SHUT DOWN OR EMERGENCYOPERATION OF BUILDING AIR HANDLING SYSTEMS, THEOPERATION OF FIRE DOORS, THE RETURN OF ELEVATORCARS, THE STOPPING OF ESCALATORS, AND THESILENCING OF BACKGROUND MUSIC SYSTEMS;

Due to practical difficulties in testing air handling systems usuallyinvolving the resetting of many fire dampers, permission is given for annualtesting of this interlock.

. THE RECORDING MEANS SUBMITTING THE USED CASSETTE.

The purpose is to test all high-rise building emergency systems to ensurethey are operative. It is also to be carried out in conjunction with aphased evacuation drill procedure involving at least 3 floors of the buildingand so arranged that all building occupants are involved in a drill once ayear. This latter procedure tests the systems under simulated fire conditions,acquaints and reassures building occupants of building emergency procedures,and gives practice and subsequent confidence to the Building Fire EmergencyOrganization.

BUILDING FIRE EMERGENCY PROCEDURES

Many buildings today are being equipped with fire alarm and voice communica-tion systems not meeting the performance requirements desired. Many buildingsare being equipped with systems that are not being maintained. But what ismore serious, most buildings are without any capability of operating thesystem either by the building occupants or by the local fire department.

At one time, it was considered that the basic evacuation instructionscould be given automatically using prerecorded self-winding tapedmessages programmed to be activated by the fire alarm system. Such asystem has been installed in a new GSA building in Seattle, Washington.Many instances have occurred and are occurring where the original alarm -either manual or automatic - does not originate from the fire floor andin such circumstances an automated system could prove hazardous to thebuilding occupants.

Persons accredited to operate effectively an integrated firm alarm andcontrol system must possess aptitude, skill, training and experience.For Government of Canada buildings, we select and train volunteer operatorsin a formalized 3-day orientation course using a central control simulatorinto which we feed all manner of problem situations. Operators who graduatefrom the course, and there is a high failure rate from those originallyselected, are accredited and are then given further training on the CentralControl Console in the building where they work. Further experience isacquired and maintained by carrying out the weekly and three-monthly testprocedures. They are in responsible charge of all emergency situationsin the building until the arrival of the fire department.

It is considered that there should be 8 such trained operators availablein every high-rise office building so as to provide manning at all timesduring the core working hours of the building.

The question of full-time paid staff to carry out this function in allbuildings has been temporarily dismissed as it would take 3 full-timestaff per building to man the,Central Control Console. However, in someof the larger complexes involving many towers with a central controlfacility that also incorporates building security and/or building environ-ment control system, the console is manned by full-time professionals.

One of the essential requirements for the operation of Central Control isthat the volunteer emergency personnel must be able to reach the consolewithin one minute of the commencement of the sounding of the bells. Theymust thus all work on the bottom 5 floors of the building.

As part of the high-rise building fire safety plan, it is also requiredthat at least 2 persons on each floor are assigned to man and operate theemergency telephones. In addition to performing this task, these FloorFire Emergency Officers educate and train every floor occupant on theevacuation procedures, operation and use of portable fire extinguishersand standpipe hose.

For compartmented high-rise buildings, such as apartments and dormitories,it is considered that the operation of the Central Control Console shouldbe left with the responding fire department, all in accordance with a pre-determined fire safety plan using phased evacuation procedures. However,

the responsible building authorities should seriously consider theadvantages of organizing the building occupants to perform in accordancewith the predetermined fire safety plan.

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CONCLUSION

In summary, an integrated fire alarm and voice communication systemoperated by an effective trained fire emergency organization on thebasis of a sound fire safety plan for phased evacuation is perhaps themost essential feature of high-rise building fire safety.

Although perhaps the system is complex, the principles are simple. High-rise buildings by dk,finition are required to be largely self-sufficientin a fire emergency situation. They represent an ever-present challengewhich must be met if we to avoid replicas of the Sao Paulo disasters.

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HIGH RISE BUILDINGS

Chief R. BinnionFire Prevention Bureau

City of Calgary

The buildings on campus grounds require fire pre-planning the same asany other large building. The success in any major tactical operationof firefighting depends in a large measure, upon pre-fire planning.

The pre-planning starts with checking plans prior to commencement of

any construction. In the examination of these plans, special consider-ation must be given to the size and location of water mains and thelocation and positioning of fire hydrants. It is most important toestimate the potential volume of fire and the number of streams thatwill be necessary to cope with a major fire. Access for fire equipment

is important; the width, location and design of roadways capable of

carrying fire trucks at all times.

After construction has begun, a visit to the site at least weekly to

insure:

1. Suitable access for fire apparatus is maintained.

2. Standpipe risers go up with the buildings.

3. That fire safe practices are being enforced.

When buildings have been completed, a regular fire inspection program

should be developed. These inspections should be performed for the

purpose of obtaining information for pre-fire planning which is thedevelopment of appropriate procedures for handling fires and emergencies.

- Checking buildings for situations which create fire hazards affecting

life safety.

- Consultation with building supervisors on matters affecting fire safety.

- Regulating the storage of dangerous materials and all other matters

that could lead to a fire condition.

Fires in buildings, generally, must be extinguished manually. This canoften be difficult and dangerous and the success or failure of this

could depend on the building equipment. The inspector should be thorough

on the inspection of fire extinguishing equipment, making sure it is in a

workable condition.

When pre-fire planning, serious consideration must be given to salvage

operations. To a great extent, the amount of damage in many fires willdepend upon how well salvage operations are carried out, not only duringthe fire but also after the fire has been extinguished. The restoration

of important services following a fire must also be considered. All

salvage operations require both planning and manpower. Often losses tocontents far exceed the amount of structural damage.

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If evacuation is necessary, the officer in charge will determine whetheror not it should be a partial or a complete evacuation. Danger from theactual fire is unlikely except for the occupants of the immediate areawhich is involved, however smoke and products of combustion can be veryserious in the endangered areas. Regardless of whether it is a partialor complete evacuation, it must be accomplished in a safe manner andwithout panic. It is very important to have fire personnel stationedon every floor to be evacuated. Have the occupants use stairways. Givespecial considerations to the handicapped. If elevators are to be usedfor these people, then it must be operated by authorized persons. Occu-pants should be directed downstairs not obstructed by hose and otherfire equipment.

Direct the occupants to. safe areas such as other buildings, garage areas,etc. Have police assistance to insure that no one reenters the buildinguntil authorized to do so.

Fire pre-planning must be kept under constant review, any change inoccupancy or in the building must be taken into consideration. Pre-fire planning must be flexible and changes made with a minimum of effort.

It is generally accepted that any plan is considered better than no plan,however, no matter how thorough the subject has been studied and howmany times the plan has been reviewed, when fire strikes it is unpredict-able; no one can tell how far the fire will extend, how much damage itwill cause or how many lives will be lost.

New Building Codes have special provisions for high-rise buildings.Under controlled conditions, these facilities appear to be the answerto the fire problem, however, every fire is different and people reactdifferently. In one set of circumstances, people will behave veryrationally and in other circumstances, their behavior will be totallydifferent and unpredictable.

Fire Departments throughout the continent realize that the only accept-able means of protecting high-rise buildings is to have them completelysprinklered. If any of you have any say in building fire protection,do your people and Fire Departments a favor and get them sprinklered.

62

THE ROLE OF THE INDUSTRIAL HYGIENISTIN ENVIRONMENTAL HEALTH AND SAFETY

William L. PendgraftIndustrial HygienistIowa State University

Ames, Iowa

The Occupational Safety and Health Act of 1970 has given.rebirth to aprofession known as Industrial Hygiene. OSHA includes provisions foroccupational health which are expected, in time, to overshadow theoccupational safety aspects of the Act. To date, safety has been themajor consideration forced upon industry by OSHA. The impact ofindustrial hygiene aspects are only beginning to be felt.

In the late sixties, I, as a science educator, became quite involvedwith the public's keen interest in and awareness of the environment.

In the early seventies, I was asked if I would like to become anindustrial hygienist wit., a national insurance company. My immediateresponse was--what is an industrial hygienist? Of course, I hadtaught biology for a number of years and I knew what hygiene was--andindustry--oh, yes! It must be inspecting toilet areas! No, my friends,it is much more exciting and much more involved than that.

As the manager of an Environmental Health Division of an insurancecompany loss control department, trying to develop an industrialhygiene program, I found that our educational institutions were doinga very poor job of providing true industrial hygiene graduates.Therefore, I attempted to train safety engineers and science grads tobecome industrial hygienists. In making this attempt, I needed anintroduction to Industrial Hygiene and developed the following slide-tape presentation which I would like to show at this time. I havealtered the presentation somewhat to relate more to the educationalenvironment. This is an attempt to compare the laymen's environmentalawareness with his overlooked day-by-day environment.

(30 minute slide-type presentation, "Storm A::Iiing")

As we have just seen, Industrial Hygiene is the science of protectingman's health through the control of the work environment. Man and hisenvironment are indivisible.

Historically, there has always been very little concern for protectingthe health of the worker. The U. S. Public Health Service has been aworld leader in evaluating diseases of the working man and developmentof controls, as well as fostering an interest in occupational diseasesby various state agencies, universities, management and unions.

The purpose of a campus industrial hygiene program is to ascertain,evaluate and control those environmental factors and stresses--physical,chemical, and biological--which may cause sickness or impair the health

63

and/or produce significant discomfort and reduction in efficiency of thestudents, faculty and staff. The title seems to presuppose that thisneed exists on every campus. It does!

Some of you, certainly many of you administrators, may question thissupposition, particularly since there are always associated financialcosts and expenses in the establishment of an industrial hygiene program.Let's take a look at some areas of concern on our various campuses inwhich industrial hygiene becomes involved.

Any area of any college campus is a source of potential hazards ofvarying kinds. For instance, the use of machinery on campus raisesthe possibility of several dangerous situations. The noise levels oftractors used in ground maintenance and snow removal operations may bedamaging to the ears of the operator. In areas where forklifts, floorcleaners or other internal combustion engines are used in enclosedareas, carbon monoxide poisoning is a definite hazard. If the campushas a parking ramp which is partially or entirely enclosed, there maybe ventilation problems caused by inadequate removal of car exhausts.

In the art department, metal sculpture work involves welding with oxy-acetylene, electric arc or gas shielded arc torches.

Silver solder used in jewelry making may produce cadmium poisoning, andsilk screening involves the use of solvents which require good ventila-tion for proper safety. Home economics departments may be usingexpanded polyurethane, which may cause diisocyanate hazards.

The science departments of any college contain many possible hazards.In chemistry labs, uncontrolled or poorly exhausted use of hydrogensulfide, benzol, silenium, HF, etc., can result in numerous healthhazards, and some can be deadly.

Poor ventilation systems in biolpgy or chemistry labs allow normallynon-toxic gases and dusts to accumulate, causing breathing difficultiesand possible lung damage. Dark rooms many times have inadequate venti-lation systems for the use of developers and fixatives to which a personcan become sensitized.

Departments in supporting services are also vulnerable to potentialhazards. Microwave ovens in food service or vending machine areas maybe leaking radiation above permissible levels. Spray painting areasand degreasing tanks in the maintenance shop may be (and probably are)leaking toxic vapors. Exposure to chlorine or bromine is possible inwater treatment and swimming pool areas. The noise levels in the heatand power plants are likely to be above damaging levels, a hazard thatapplies equally to carpenter and metal working shops.

A quick hop, skip and jump survey like this is, of course, not complete,but it can be used as a beginning to make a campus-wide survey ofnecessary study areas. Before he is through, the surveyor is certain tofind that a basketball coliseum filled with cheering, stomping, clapping

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fans is far above permissible noise levels. Perhaps he will even findthat his secretary is using methanol in the office duplicator and carbontetrachloride to clean her typewriter, without adequate ventilation ineither case.

In general, a healthful working environment depends upon the concentra-tion of chemical agents in the air, the level of the noise, theintensity of ionizing radiation and radiant heat, the temperature, andthe illumination. Wherever materials are processed, some material willescape into the air in the form of dust, fume, mist, gas or vapor, unlessthe operation is carried out in an air tight system, which is not ausual circumstance around an educational institution.

Industrial Hygiene, as a program, employs the biologist, chemist,physicist, engineer, mathematician, and physician. The engineer andmathematician design the original systems. The biologist, chemist andphysicist utilize these systems. The physician studies the effects ofall systems, both good and bad, on man.

Proper ventilation takes much of the hygienist's time. Many times inthe research environment, one never knows what toxic properties he isworking with. Fume hoods should be monitored on a regular basis toinsure safe handling of all toxic materials. Ken Fay, here at Calgary,has one of the better fume hood monitoring systems that I know of.

How many buildings on your campus have the exhaust outlets next to their"fresh air" intakes? Or have their air intakes next to the loadingdocks, where huge trucks park for "hours" with the motors running? Orthe fume hood is located adjacent to a doorway, with its natural draftpatterns? Or the fume hood located next to the room exhaust?

The industrial hygienist will work hand-in-hand with the campussanitarian, many times on the very same project or problems. At ISU,our Computer Science Program was having problems vrith employeescomplaining of an unbearable itch. The sanitarian was asked toinvestigate because of possible insect infestation. After numerousvisits by the pesticide and entomology specialists, with no results andcontinued complaints by the employees, some of the experts began to saythe problem was psychological. I was then called to investigate and,through researching, found that key punching operations send materialsinto the air, similar to the insulation that has caused all of us do-it-yourself carpenters to itch like crazy.

At ISU the sanitarian spends more time with external environmentalproblems and I with the internal problems. Epidemiology studies are doneby both.

Agricultural and veterinary research are constantly working withpesticides or with various animals and their associated odors, diseases,and unsafe handling procedures. On our campus, we have had problemswith employees becoming sensitized to Ascaris (roundworm) reproductivehormone secretions during dissections. We made recommendations that

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fume hood velocity be checked and corrected if necessary, and thatemployees use protective clothing, a barrier cream, and good personalhygiene to minimize contact with the Ascais. We also suggested thatthe dissection process be done under water, in the fume hood.

Chemistry knowledge will be very valuable to the hygienist. Hazardouswaste problems can be overwhelming on campus and many departments attemptto take care of their problems by unlawfully dumping their waste inlandfills or the sewer system. Yes, some organic solvents do start firesthis way. Legally, the U. S. Department of Transportation will n)t allowyou to transport unknowns on public highways, so you do have a :-..coblemimmediately! How do you eliminate the hazardous waste? Most landfillsare now outlawed by EPA. Incineration does take care of many types ofwaste with the proper scrubbers attached to the incinerator. Theindustrial hygienist must be certain, while handling these wastes, thathe has proper protective equipment and that he is obeying the OSHA andEPA laws.

A thorough industrial hygiene program will be involved with reviewingbuilding construction to prevent future industrial hygiene problems, suchas improper placement of exhaust runs, placement of air-intakes next toloading docks or three feet from an exhaust outlet, or perhaps locationof an exhaust directly over a greenhouse. It will be involved witheducational programs, total pre-OSHA building inspections, review ofaccidents, and working closely with health services, space and schedul-ing, engineering planning and physical plant departments. I have heardit said that the industrial hygiene office is a "garbage can for strayinformation."

The role of the industrial hygienist is to develop an industrial hygieneprogram evaluating existing campus occupational health hazards andexposures to harmful substances and agents, and improving the employeeenvironment. The University conducting research in various disciplineswill be able to justify a program on these activities alone. A success-ful industrial hygiene program will be well worth the expenditures putforth, could save honey for the remodeling of inadequate conditions oncampus, and could save many lives.

The campus industrial hygic:ne program, by becoming involved with eachof the fields I have mentioned, thus becomes itself a truly uniqueprofession.

6G

FIRE ALARM, VOICE AND FIRE FIGHTERSEMERGENCY COMMUNICATIONS SYSTEM

Keith LushSimplex International Time Equipment Co., Ltd.

Ladies and gentlemen on behalf of SIMPLEX INTERNATIONAL TIME EQUIPMENTCOMPANY it is my great pleasure to be here today to participate in yourAnnual Conference on Campus Safety.

I am not here to sound an alarm, but the need for safety measures shouldnever be slighted and this Conference is to be congratulated for itsgreat concern and humane endeavor in promoting activities beneficial toall mankind (or, in keeping with the latest terminology, all "person-kind") .

Each year accidents kill or maim more individuals in our society thanany disease. Viewed in this respect, an accident could be said to beour greatest enemy against which we must always stand on guard. Acci-

dents never discriminate. They strike anyone, anytime, anywhere.

My work involves safety devices directed against a particular type ofaccident that caused by fire, or what V. Gordon Childe has referred toas "the puzzling process of burning - the mysterious power of heat." (1)

In their unpredictability and wild ravishing, fire accidents are mostpuzzling and mysterious, sometimes warning us with smoke or hot spots,and often striking with the speed of lightning.

There are approximately 1,000 residential and apartment fires each weekin Canada, with human losses running high in the hundreds and dollarlosses in the hundreds of millions. (4)

In 1974 there was a total of 6,335 fires in the city of Toronto alone,612 of these were in vehicles - cars, subway, etc., -- 1,849 involvedrubbish and grass, while 3,874 caused varying degrees of destruction inbuildings. Thirty-four Toronto citizens died last year as a result offire while 243 were injured. There were 168 persons requiring hospitaltreatment. An estimated loss of six million, five hundred and eighty-two thousand and fifty-five dollars ($6,582,055.00) has been totaled fromfire destruction in Toronto in 1974. (2)

As with any accident, a pertinent factor in the control of unwanted firesis the time element. When disaster strikes, time is at a minimum. Indi-viduals become quite apprehensive, often panicking. In such a state ofmind one can be handicapped in making skillful decisions. It is,

therefore, essential to be well-informed at all times of methods tocontrol this powerful physical force.

The control of fire emancipates human beings from the bondage of one ofthe mightiest forces of nature. SIMPLEX INTERNATIONAL TIME EQUIPMENTCOMPANY specializes in fire alarm equipment to assist with this endeavor.

Those vested with the responsibility of insuring that proper safetydevices are maintained in buildings are guided in their endeavors by codes.

6

- 48 -

You are probably quite familiar with the U.B.C. Uniform Building Code,

Section 1807; B.O.C.A. - Basic Building Code, Section 432, S.B.C. -

Southern Building Code, Section 518, N.B. - National Building Code ofCanada, Section 2, 3, 6, 9. The N.F.P.A. National Fire ProtectionAssociation has made recommendations concerning specific requirementsand equipment for usage in high-rise buildings.

The unfortunate thing about codes, however, is that they are only bindingenacted into law, in the same manner as other legally-enforced behavior

patterns. Hence, these codes do not represent universally adopted methodsof protection against fire. Some buildings are located in communitieswhich do not have law-enforced codes or else are guided by other codes and,as a result, standards differ from community to community. The non-

enforcement of codes presents one of the fundamental problems in copingwith fires in high-rise buildings. However, new codes are being written.For example, about one year ago, June 1974, the Toronto City Councilpassed a bylaw requiring early warning devices, or "Products of CombustionDetectors" of the ionization type, be installed in all buildings comprisingthree to five apartments, thereby permitting an automatic alarm to besounded as soon as a fire starts, even though human senses may not detectit. In November the Housing Standards Bylaw was amended by Council torequire that all lodging houses in Toronto city be equipped with firedetectors. (2) As a code is useless if not enforced, it is hoped that allcommunities will enact similar codes into law as soon as possible.

Community responsibility has always been a principle element in the historyof fire protection. Early colonists brought with them, from Europe, lawsrequiring every property owner to lend assistance whenever a fire signal

was sounded.

As communities became larger and more complex, this arrangement became

inadequate and was eventually replaced by volunteer fire companies. Then,

local governments developed fire departments. Modern equipment became

more widely used and fire protection became more effective, with many NorthAmerican cities surpassing those of Europe which had introduced the early

laws and equipment. (3)

Following a short movie which we will view at this time, I will explainsome of our equipment - the Fire Alarm and Fire Fighters Emergency Com-munication Systems, as produced by SIMPLEX INTERNATIONAL TIME EQUIPMENT

COMPANY.

Although it's not "The Towering Inferno," this film deals with a situationthat could occur in a high-rise building when a fire strikes.

As the film has illustrated, numerous problems must be coped with when a

fire strikes a high-rise building. More and more of these buildings arebeing erected and, as they increase in number, so too does the concernfor adequate and efficient safety measure within them.

The size and shape of the building can be a help or a hinderance when

fire strikes. People may become trapped on upper floors of the structure.

68

-1+9-

Open passageways quickly fill with smoke and poisonous gases, blocking

the way to safety. Stairwells may or may not be easily accessible.Elevators in large high-rise buildings may stop between floors trapping

passengers. On the other hand, a building may be so constructed that

a fire can be contained in a specific area. The type of materials with

which a building and its contents are constructed may create tragicproblems. Today, many items are composed of synthetic materials which,when ignited, give off highly poisonous gas. Inhalation of such gases

cause more deaths during a fire than do the flames. Hence, individualsmay be some distance from the fire and still become fatal statistics.

Effective early warning devices are mandatory to prevent such disaster.

I think everyone is familiar with fire alarm systems and how imperativeit is to sound the alarm at the earliest possible moment once evidenceof a fire has been detected. The alarm should be effective to the degreethat it alerts all persons in the area of the fire. In the past, fire

alarm meant the ringing of bells and horns. However, confusion canarise from the use of this type of alarm in a large area complex. Since

the equipment must be tested periodically to assure its working ability,individuals within the building become conditioned to hearing the hornor bells sounding when there is no evidence of an emergency. Hence,

when an alert is sounded, the ringing of bells or horns may be dioregardedby those who do not receive more tangible evidence of the impending danger.

SIMPLEX INTERNATIONAL recommends the utilization of speakers, instead of

bells, as early warning devices. Not only do speakers alert of impendingdanger by sounding an alert tone, but they also permit instructions to betransmitted to the occupants, regarding evacuation procedures.

It is also our recommendation that this be a dedicated system used onlyfor fire alarm and voice evacuation. It should not be used as a back-ground music or P.A. system as it has been our experience that a systemused for music and P.A. is often a target for malicious damage of onekind or another.

Irrespective of the size and nature of a fire, the first and most vitalact is that of evacuation of the area once an alert has been sounded.No fire is too small or too insignificant to permit individuals toremain inside while this curious chemical change called fire is occur-ring. In a high-rise building, exits and stairways are often few innumber while the occupants are usually numerous. Hence, evacuation of ahigh-rise may be quite a complicated procedure. Individuals may alsocreate limitations during an evacuation by panicking and shoving incongested passageways. It is, therefore, mandatory that a controlled andorderly manner characterize the procedure even though evacuation from a

high-rise building may require more time than is desired. Evacuationshould commence immediately upon detection of a fire, smoke or abnormalheat. Usually the floor on which the fire is located is evacuated first,along with the floors above, followed by the floors below the problemarea.

Due to the size and complexity of a high-rise building, the sound system,to be of optimum effectiveness, must be zoned, in order that instructions

69

-50-

can be given to individuals on each floor or group of floors, dependingon the arrangement of the building and the nature and locale of thefire.

Of course, an alarm system which, for some reason or other, becomesinoperative, is absolutely useless. Since any machine can become defec-tive if not properly cared for, we at SIMPLEX advocate this sound systembe supervised for shorts and opens in wiring. If, for any reason, aspeaker is removed from the system, this, too, must be indicated to thoseresponsible for fire detection and protection, for the building.

The introduction of voice signaling circuits for fire alarm evacuationcreated new problems for manufacturers of fire alarm control equipment.The new methods differ considerably from the old standards of signaling.New control equipment had to be designed such as power amplifiers, pre-amplifiers, microphone pre-amplifiers, tone oscillators, etc. Requirements,concerning complete supervision of the system, had to be met. Thisincludes supervision of the wiring in the building as well as the controlequipment. We consider these measures necessary to guarantee that areliable control system is furnished to all our customers.

SIMPLEX INTERNATIONAL TIME EQUIPMENT COMPANY provides a sound system ofthe highest quality. Our speakers consist of fire resistant cones andare insect proofed and covered with a grill to protect them from anydamage that might otherwise occur.

In providing fire alarm systems in high-rise buildings, our company aimsto provide optimum flexibility in the use of the control equipment.Individuals, responsible for the care of the building and its occupants,can use our control equipment to instruct all those within the structure,as well as giving specific instructions to those in the effected area, orto the personnel trained and responsible for instituting fire fightingprocedures. Instruction can, thereby, be transmitted, by the operator atthe control centre, to any area of the building, and can be readily under-stood by those to whom it is directed.

In conjunction with this one way voice communications system, SIMPLEXINTERNATIONAL also recommends the use of a fire fighter two way privatetelephone system. Although this is an entirely separate system, thecontrols are usually installed in the same location as the fire alarm andvoice evacuation system controls. This two way telephone enablesconversation between officials at the control centre and anyone in selectedareas of the building. When the remote telephone is removed from itscradle, a visual and audible signal is received at the control centre,indicating someone at the location wants to speak with the control centre.This audible and visual telephone signal 6Jes not work in reverse sincethe control operator can give the necessary signal by means of the voiceevacuation system, that is, by verbalizing the request for a privateconversation. This system is, therefore, of more significance to theofficial fire fighters.

Time is at a premium during a fire and the sooner the fire is detectedthe more time will be available to assist in controlling the situation.

70

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The fire alarm control panel also monitors devices for early combustiondetection which includes heat detectors, smoke detectors and manualstations. In the event a fire occurs, this equipment not only soundsthe alert, but controls the air handling system, the smoke control system,and returns all elevators to the ground floor.

In conclusion, I would like to say that we of SIMPLEX INTERNATIONAL TIMEEQUIPMENT COMPANY, as manufacturers of fire alarm equipment, are eagerto communicate with you and to cooperate fully, at the earliest possibletime, in all projects related to fire alarm systems. We have found thatengineers and architects, who assume great and numerous responsibilitiesin the construction of high-rise buildings, are not always completelyaware of local municipal requirements. As a result, controls, which cannotbe used, are sometimes specified in their plans. It is, therefore, impor-tant, when construction of a new building is being planned, to consult withthe local representative of a fire alarm manufacturer who will be aware ofthe prevailing specifications for controls in the concerned area.

SIMPLEX INTERNATIONAL TIME EQUIPMENT COMPANY has approximately 170 officesin the U. S. A. and 22 in Canada, - all staffed with sales and servicepersonnel eager to assist you. With good communication between you, thecustomer, the engineer and the fire alarm manufacturer, many problems willbe offset or resolved at the earliest possible time, and before impropersteps have been taken.

It has been a pleasure talking to you today and I look forward to being ofassistance to you in the future.

REFERENCES

(1) - Childe, V. Gordon, MAN MAKES HIMSELF, (The New AmericanLibrary of World Literature, Inc.) 1963.

(2) - Toronto Fire Department 1974 Annual Report.

(3) Glaab, Charles N., and A. Theodore Brown, A HISTORY OF URBANAMERICA. (The MacMillan Company, New York), 1967.

(4) Joint Fire Prevention Publicity Committee, Inc., 34 FrontStreet West, Toronto, FIRE PREVENTION NEWS '75, & HOMEHAZARD WARNINGS.

THE DESIGN AND OPERATION OF THE UNIVERSITY OF

BRITISH COLUMBIA CHEMICAL WASTE DISPOSAL FACILITY

W. RachukRadiation Protection and pollution Control Officer

The University of British ColumbiaVancouver, B.C. V6T 1W5

Introduction

Documented history of the Chemical Waste Disposal Facility at the Univer-sity of British Columbia dates back to December, 1969, when Dr. B. A.Dunell was appointed chairman of the President's Committee on the Disposalof Dangerous Chemicals. The terms of reference of the Committee werequite broad and the substances to be investigated from the disposal pointof view ranged from chemicals to microorganisms, excluding only radio-active materials.

The late sixties, you will recall, were the times when a lot of peoplewere just becoming aware of pollution problems and concerned about theirimpact on the environment. The "in" expression was ecology. Pollutioncontrol legislation and regulations were being enacted by variousregulatory bodies including our own provincial (1) and municipal (2)authorities. Various anti-pollution groups were getting organized andbecoming more vocal. There was only one thing lacking and that was somepractical advice on methodology to be able to comply with the new rulesand regulations.

This was the atmosphere that prevailed at the time when the Committeebegan its work, and the pressure was on to come up with some solutionsin a reasonable length of time.

Committee Findings

In order to determine the nature and magnitude of the problem at UBCattributable to dangerous materials, the Committee contacted variousdepartments at the University to ascertain what hazardous materials werebeing purchased, used, stored and how disposed of.

The replies to the questionnaires, summarized in Table I, showed that thegreatest problem was the disposal of 53,000 lbs. of chemicals, mostlyorganic solvents, every year.

Some suggestions that the Committee considered were a modification to theexisting pathological incinerator to burn some of the chemicals--asolvent recovery process--disposal into pits, etc. Most of the proposalswere either too expens!ve or impractical for other reasons. None offered

a total solution. Inquiries were directed to 20 Canadian and Americanuniversities to see how they coped with similar problems. Some of thereplies were quite lengthy, but there did not seem to be any ready madesolution that we could copy.

2

53

Early in 1970 I became aware of the existence of the Committee and some

of their deliberations. I was informed that in one or two of the repliesreceived from other universities, among them the University of Toronto,there was a reference to using the services of a private operator to

dispose of solvents. I contacted my colleague Bill Ridge at the Universityof Toronto and from him learned that their contractor was using an incin-erator built by Trecan(3).

The Committee was informed of this and was able to study this method of

disposal in greater detail. By the end of 1970 the Committee issued the

first of two reports. Among its findings was a recommendation that theUniversity purchase a liquid waste incinerator, that a solvent collection

system be initiated, and in the last sentence suggested that the University

could benefit from the services of a pollution control officer. Since I

was responsible for the disposal of one class of dangerous materials,namely radioisotopes, the authorities decided that the disposal of all

hazardous materials should be under my jurisdiction.

Planning Stage

Construction at our University is handled through the Department of

Physical plant. Acting upon the Committee's report, the President'sOffice asked this Department to look into the costs and constructiondetails of a liquid waste incinerator. The Department of Physical Plant

hired a firm of consultants (4) to explore more fully the engineering

aspects and to recommend suitable equipment.

Except for greater detail, the studies undertaken by the consultants andtheir eventual recommendations were virtually the same as those of the

Committee. The consultants recommended the purchase of a Trecan Sub-Xincinerator, modified by the addition of a venturi scrubber (5) to remove

particulates from the effluent air. A tank farm and a waste water

settling tank were also to be added.

The consultants' report specified that the disposal site would be improvedand expanded to accommodate not only the existing pathological incinerator

but also the proposed Sub-X unit, an open pit incinerator and a chemical

degredation unit. In May, 1971, these proposals were reviewed by theCommittee which then issued the second report recommending that the

University proceed with the project as outlined by the consultants.

The Board of Governors approved the project and allocated the necessary

funds. Many months dragged by before the disposal facility got off the

drawing board. This coupled with a dispute and work stoppage in theconstruction industry, it was late December, 1972, before the Trecanpeople first fired up the incinerator. For various reasons, several

more months went by before the unit was completely operational.

Operational Stage

From the very beginning it was obvious that chemical wastes, especially

organic solvents, should not be allowed to accumulate in the various

labs. Regardless of what disposal methods would eventually be used--the

73

collection system would be virtually the same. Steps were taken tocollect solvents as soon as possible.

Studies showed that five gallon containers (initially of mild steel butcurrently they are of heavy plastic) would be placed in strategic areasto collect the solvents. On a regular basis, these containers would becollected and new ones left in their place. Currently this is on aweekly basis.

Five hundred jerry cans were purchased and collections began on a regularbasis in June, 1971. The containers were emptied into 45 gallon steeldrums located in a fenced, open air storage area. Originally onlysolvents that contained no halogens were collected and stored. When theincinerator became fully operational in mid 1973 the collection of halo-genated solvents were carried out as well. It required several months ofoperating the Sub-X unit to process all of the solvents that had accumu-lated over a two year period.

Figure 2 is a simplified flow sheet, indicating the path taken by solventsonce they reach the disposal site.

Material is delivered to the site in a special truck which has racks toaccommodate the disposal containers. A high capacity transfer pumpempties these containers into one of four storage tanks. The containersare tagged to indicate the nature of the contents and the segregation atthe tank farm is roughly into three types: organic solvents, halogenatedorganic solvents and oils. Mixing is done in the blend and feed tank.This blending is necessary to maintain the appropriate heat output of thewaste to cut down on the use of the auxiliary fuel. From the feed tank,the waste is pumped at high pressure at a rate of 25 gallons per minuteto the Sub-X unit, the operation of which will be discussed shortly.

The combustion products are scrubbed and cooled before being released tothe atmosphere via the exhaust stack. These gases are monitored to ensurethat they comply with the appropriate controls as set out in our OperatingPermit.

The waste scrub water, and indeed all of the water on the site, drainsinto a sump and then is pumped into a settling tank before beingdischarged to the sanitary sewers. This water is also monitored.

The heart of the disposal facility is the Trecan Sub-X LV-3 incineratorscrubber and is shown in Figure 3.

The burner is similar to that of any oil furnace. Waste solvents passthrough an inner pipe and are sprayed through an orifice into a mixingchamber. The orifice is drilled 5/64" for 30 GPM flow.

The atomizing air is fed through the outer pipe and is forced throughapertures into the chamber, where thorough mixing and emulsificationtakes place. Atomization occurs by the passage of this mixture throughthe holes in the tip. For our purposes there are seven such holes,drilled 7/64" at 600. This produces the desired flame pattern, in thisinstance a short vortex.

71

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The auxiliary fuel is natural gas which is adjustable to maintain aconstant heat output from the burner. Combustion air is supplied by a

large blower.

The flame at approximately 2,700° F is directed downward through aninverted stack or downcomer. The combustion products are bubbled throughwater and as they rise are sprayed with more water, up to 165 gallons per

minute. This action cools the gases to 120° F or less and also washes out

any HC1. The gases then are dried in the demister and particulates areremovecrin the venturi scrubber.

One of our modifications was the addition of a pH meter followed by the

installation of two additional sprayers which introduce soda ash into thescrub water to maintain a neutral pH value. The original idea of perco-

lating the water through limestone chips was not efficient. More recently

we added a thermocouple to check the flame temperature and some flow

gauges.

Now that we have most of the component problems sorted out the unit works

surprisingly well. We experienced some costly problems with undersizedcomponents such as the air compressor and relays. Probably mostfrustration arose from trying to keep the feed pump operational. The

varied mixture of solvents just could not be handled by any pump for more

than a'few hours. Finally a very cheap oil pump was introduced and thisis replaced on perhaps a monthly basis. Hopefully we shall also find asuitable filter to introduce in the feed line.

Because our unit is outdoors there have been some problems withinstruments sweating as well as relays overheating in the sun. During

several cool nights in the winter water was drained from exposed linesto minimize the risk of freezing.

In spite of the intermittent use to which this incinerator is put, the

anticipated problems with the refractory linings have not arisen.

Small quantities of dry chemicals, from time to time, are burned in the

open pit incinerator. This is essentially a concrete box lined withrefractory material on the inside and steel on the outside. The flooris covered with sand or vermiculite, and on this is placed the material

to be incinerated. A natural gas flame is ignited with a delay relayto give the operator time to vacate the area for safety reasons. Over

fire air is also provided. Only known chemicals are burned here. Nosurprise packages are permitted to be delivered to the site.

Two small tanks are also available for neutralizing highly corrosivematerials that for various reasons cannot be handled in the labs.

Summary

Our disposal facility has proven itself to be capable of handling mostof our wastes both biological and chemical. It also is most useful todispose of the large volumes of liquid scintillation fluids, and to alesser extent of other low activity radiological wastes. There is time

t5

- 56 -

available on the units to process wastes from other educationalinstitutions and to a limited extent from industry. Some research iscurrently under way to see whether pesticides can be destroyed in theSub-X unit. So far the indications look promising as the biologicalmonitors, in this instance, trout and mosquito larvae, have allsurvived.

References:

1. Province of British Columbia, Pollution Control Act 1967, (1967,Chapter 34; 1968 Chapter 38; 1970 Chapter 36)

2. Regulations Pursuant to the Greater Vancouver Sewerage andDrainage District Act Governing the Admission of Wastes IntoSewers. June 18, 1970.

3, Trecan Limited, 4540 Dixie Road, Mississauga, Ontario.

4. B. H. Levelton & Associates Ltd., 1755 West 4th Avenue Vancouver,B.C.

5. Oriclone Venturi -Type Scrubber, The Ducon Co. Ltd., 4475 S.W.Scholls Ferry Roads, Portland, Oregon.

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57 -

TABLE I

SUMMARY OF HAZARDOUS MATERIALS

THAT REQUIRE DISPOSAL AT U.B.C. PER YEAR

Diethyl Ether 5,000 lbs.

Acetone 9,000 lbs.

Benzene 4,800 lbs.

Ethyl Alcohol 6,400 lbs.

Ethyl Acetate 1,000 lbs.

Kerosene 500 lbs.

Methyl Alcohol 4,800 lbs.

Petroleum Ether 4,000 lbs.

Toluene 1,800 lbs.

O-Xylene 1,000 lbs.

Trichloroethylene 1,000 lbs.

n - Butyl Alcohol 700 lbs.

Varisol 600 lbs.

Motor Oil 2,500 lbs.

Paint Thinner 2,500 lbs.

Gasoline 400 lbs.

Methyl Isobutyl Ketone 400 lbs.

Carbon Tetrachloride 2,000 lbs.

Chloroform 8,000 lbs.

TOTAL: 56,000 lk;.

PATHOLOGICAL

INCINERATOR A

STORAGE SHEDS

SUB-X, LV-3

INCINERATOR

LAB

COMPRESSORDEGREDATION TANKS

SETTLING TANK

SUMP

PUMP

C> 0

0 0 0

0 0

TANK FARM tT

PIT INCINERATOR

THE UNIVERSITY OF

BRITISH COLUMBIA

CHEMICAL WASTE DISPOSAL

FACILITY

SITE

LAYOUT

FIG. 1

Co

WASTE SOLVENTS

DELIVERED IN

CANS OR DRUMS

t.

TANK FARM

4, - 300 GAL. TANKS

CO

TRANSFER PUMP

tA

0

RECIRCULATING LINE

ATOMIZING AIR

10 CFM @ 120 PSI

30 GAL/HR

FILTER

FEED PUMP

NATURAL GAS

300 GAL.

BLEND & FEED

TANK

COMBUSTION GASES

AND WATER VAPOUR

TO ATMOSPHERE

(6) 1500 CFM

04 VENTURI SCRUBBER

444--- SCRUB WATER

CAP. 165 GALS/MIN

SUB -X, LV- 3

SODA ASH

COMBUSTION AIR

u WASTE WATER

TO SEWER VIA

SETTLING TANK

700 SCFM

THE UNIVERSITY OF BRITISH COLUMBIA

CHEMICAL WASTE DISPOSAL FACILITY

SIMPLIFIED FLOW SHEET

FIG. 2

Atomizing Air

Liquid Waste

Natural Gas Fuel

Combustion Air

Water

Sprays

Neutralizer

Gas Bubbles

El

Effluent to Atmosphere

Vortex Burner

Demister

A'

/

.11=

1;s1

6W., 71

1r

pH Meter

THE UNIVERSITY OF BRITISH COLUMBIA CHEMICAL WASTE DISPOSAL FACILITY

(Sub-X Incinerator by Trecan, Ltd.)

FIG. 3

Venturi

Scrubber

To Drains

SZ

U.B.C.

CHEMICAL

WASTE

DISPOSAL

FACILITY

Telephone:

228-6306

or228-2912

\Nil\T-11\11NG

coNor

;'!jrACIDS,

BASES,

OILSOR

OXIDIZINr,

iNTHIS

CONTAINER.

USES.:7;-'.',PA.`E

crfrAirrERs

FORHALOGENATED

NON-HALOGENATED

WASTES.

ORIGIN:

BUILDING

RM

PLEASE

CHECK

CONTENTS

NON-HALOGENATED

SOL1ENTS

ALCOHOLS

El,ETHERS

AROMATICS

KETONES

ESTERS

PAINT

THINNER

OTHER:

HALOGENATED

SOLVENTS

CARBON

TETRACHLORIDE

CHLOROFORM

OTHER:

USEREVERSE

SIDE

FORSPECIAL

DISPOSAL

INSTRUCTIOH7,

.

67

-62-

"ACTION AND INDOCTRINATION - TWO SIDES OF A CHEMISTRY DEPARTMENTSAFETY PROGRAM"

(An illustrated presentation)

Dr. Stanley PineDepartment of Chemistry

California State UniversityLos Angeles, California

The first consideration in a chemistry department safety program begins with thefacility. Building safety design is in large part controlled by local buildingand fire ordinances. Although this might take care of our safety concerns formost university buildings, the special nature of a chemistry building introducesmany additional considerations.

Chemical storage and related fire danger is extremely important. We make use ofan automatic CO') system in our chemical storage area in case of fire. Dispensingof chemicals and particularly flammable solvents necessitates a special fire safetyroom, in our case also equipped with automatic ventilation and CO2 fire extin-guishing system.

Fume hoods are one of the major safety investments in a chemistry building.Various designs are available from all stainless steel units with special filtersfor work with radioactive substances to large walk-in conventional hoods. We havefound that the vertically moving hood window front can double as an excellentworking safety shield if the window is made up of horizontally sliding sectionsabout twelve inches wide. An always present problem is that hoods seem to becomea storage area for all kinds of chemicals and apparatus and can be a safety hazardrather than help.

A chemistry building can easily have thirty or forty hoods on any given floor.The problems of hood venting thus become quite serious. A fundamental rule isthat the blower units be at the end of the hood duct (usually on the building roof)rather than at the hood. This insures that positive pressure will never occur inthe ducts and minimizes possible leaks.

Venting on the roof can present an esthetic problem because of ugly vent fans. On

our campus this was solved by building a wall around the vents. However, this hasits safety hazards also for heavier than air fumes may get trapped and present ahazard to building maintenance workers.

A related design concern is the location of the building air intake system. Thismust be located away from the hood exhaust. The aerodynamic considerations arequite tricky especially where prevailing winds are inconsistent. In this regardit is important to emphasize that building air should never be recirculated. Thisis an architectural procedure which makes good economic sense in an air conditionedoffice building but not in a chemistry facility.

In student laboratories the space between laboratory benches is of both safety andeconomic concern. We find that five feet is a suitable isle width if students areto work back to back. This means that the undergraduate laboratory will have agreat deal of "unoccupied" floor space, an economic concern to most administrators.

The provision for doors opening into a corridor is of particular concern whenpeople may be carrying dangerous chemicals. Even a window lookout does not seemto stop the many near misses as doors are opened into students walking in thehallway. A design solution is to require that doors opening outward into a cor-ridor be recessed at least 75% of their width.

The potential for explosions in some chemical reactions requires that the safetyoriented chemistry building have a special area for carrying out dangerousreactions. We make use of a special compartmentalized room constructed of heavysteel and equipped for remote control and observation. The fourth wall of theroom is louvered as a means of pressure relief.

Once the major design features are completed, safety equipment within the buildingmust be considered. Laboratories should have a readily available overhead safetyshower. Small hand safety showers are also particularly useful for minor spillsand as eye baths.

The availability of other types of small safety equipment becomes a touchy problembecause of vandalism and theft. A compromise places first aid and fresh air equip-ment in safety cabinets with break-a-way locks or in a storeroom available duringlaboratory hours. Readily available campus emergency telephones are a minimumsafety consideration in chemistry laboratories.

A very simple vandalism safety device which we see in industry but seldom in theacademic laboratory is a lead safety ,gal on fire extinguishers. The seal mustbe broken to use the extinguishers. Once the seal is broken, whether throughstudent horseplay or actual fire usage, the extinguisher is refilled and sealed.You can be sure that a sealed extinguisher is ready for use if needed.

One of the chemistry safety problems we have not yet satisfactorily solved is whatto do with waste chemicals. Most students simply pour waste down the drain. This

is clearly not the answer. The use of special waste chemical containers to collectmaterial for later commercial disposal does not work with a large and alwayschanging student population. Cross contamination of wastes in the containers canbe disastrous. At this time it is a largely unsolved academic problem.

I have labeled the second aspect of the University safety problem INDOCTRINATION.This of course is safety education, a major goal of our (and I hope all) safetyprograms. Our students will graduate into one of the economically most importantindustries, but potentially one of the most dangerous (although statistically itis one of the safest industries). Safety education must go along with chemicaleducation from the beginning.

LUnfortunately we cannot follow usual academic pedagogy and design simple accidentsto go along with beginning courses. Sulfuric acid causes serious burns to afreshman student as well as aa advanced graduate research student. Of course weavoid use of dangerous chemicals at the freshman level as much as possible buttheir complete elimination is not possible.

I always begin my school safety talk with the question (and title of the talk)WHY SAFETY? To get everyone's attention we begin with an excerpt from a film(produced by Imperial Chemical Industries) which dramatically shows a laboratory

8"

explosion involving a Grignard reaction. All sophomore organic chemistry studentsknow of the very important synthetic reaction developed by the French chemistVictor Grignard (Nobel prize in chemistry in 1912). Almost all students willcarry out this reaction in the first organic laboratory class. It is potentially

one of the more dangerous reactions done at this level because boiling diethyl

ether is the reaction solvent. The real message of the film comes through as thesupervisor surveys the damage of the explosion and says, "I don't understand,we've done it hundreds of times before - it's perfectly safe!"

A first step in the safety education is to be sure that students know what theyare to do in an experiment. The National Safety Council tells us that most

accidents are caused by unsafe practices. Numerous accidents result from studentsnot knowing the names of their scientific laboratory apparatus. Use of the wrong

piece of equipment can be disastrous. Just as small children must learn thealphabet before they can spell and read, the-chemistry students must know theirapparatus before they can properly and safely use it.

A good analogy is related by an old vaudeville comedy routine - trying to tellsomeone how to play baseball who has never seen or heard of the game. Whet is a

bat (an animal living in caves and frequenting horror movies), a base (the bottomof a hill or the support for a TV set, or for the chemistry student an alkali).I think you get the point!

Knowing the danger of the chemicals and solvents to be used in the laboratoryexperiment is an important be6inning for safety awareness. I relate the-state-

ment of astronaut Frank Borman when testifying at a congressional hearing intothe death of three fellow astronauts in a fire within their space module during

training:

"None of us were fully aware of the hazards of when you combimepure oxygen with combustibles and then a source of ignition. This

is the trap into which we fell."

Even in this most carefully planned space program a basic consideration of one of

oxygens chemical properties was momentarily forgotten.

A slogan by the Manufacturing Chemists Association best exemplified this:

"Chemicals in any form can be safely stored, handled, or used ifthe physical, chemical, and hazardous properties are fully under-stood and the necessary precautions including the use of propersafeguards and personal protective equipment are observed."

The use of basic protective equipment must begin with the students/introduction

to the chemistry laboratory. Eye safety is our primary emphasis. In addition to

a discussion of eye protection devices, the students view the film "Eye and FaceProtection in the Chemistry Laboratory" by G. N. Quam of Villanova University.It is probably the best laboratory safety film currently available and leaves avery real and positive impression with the students. Of course, in this as with

all safety programs, the result is only as effective as the persons who promote

it. Instructors who do not wear their glasses at all times in the laboratoryclass cannot expect students to follow the rules either. It takes a rather rigid

approach to make this aspect of the program work.

-65-

The film is one approach, but real safety examples always work best with thestudents. A cracked pair of safety glasses that a research student was wearingwhen an explosion occurred usually raises some gasps. The ceiling in one of thebeginning organic laboratories is a close at hand illustration of the reactionthat got out of control. Most startling is my example of metal sculpture. Twogas cylinders originally tested at 1800 psi were "artistically" ruptured and bentby a "safe" fluorination reaction which got out of control. As the clincher I showa photograph of one of our own students whose face was peppered with glass in alaboratory explosion. Luckily he was wearing safety glasses.

It is worth pursuing another aspect of eye safety programs. California (like manyother states) has had school eye safety laws for about ten years. We never mentionthe law as the basis for our eye safety program but its requirements are always inthe background. This type of law has surely had a marked influence on directingattention and action towards eye safety.

Along with this very positive effect has come the complications which alway. seemto accompany legal documents. In most states treated street glasses do not meetthe school eye protection specifications. A rigidity in interpretation and imple-mentation of the laws often results in school eye safety programs becoming anexercise in discipline rather than in safety common sense. Economies combined withthe legal requirements can result in public school districts purchasing inexpensiveplastic goggles. These meet the letter of the law but tend to be uncomfortable andoften optically poor. Fogging is often serious. The students resist wearing suchuncomfortable safety devices. It is true that blindness is much more uncomfortable -however our goal should be to develop a good safety attitude through an effectiveand reasonable safety program. I would challenge our safety engineers to deVelopeye protection devices that are effective, economical, and comfortable.

Economics is an important aspect of safety which students seldom consider. In thechemical industry economics plays b,significant role in promoting safety programs.It is worth pointing out the economic implications of an injury and resultant lossof class time to a student. In a university operating under the quarter system(11-12 week class periods) an injury requiring absence from classes for 2-3 weekswill almost always necessitate the student dropping out of classes for the entirequarter period. This can end up delaying graduation for one quarter (three months)or more. In -tential earning power (1974) the B.S. chemist loses about $2800.This very real but often unrealized result of an accident is quite revealing tostudents. The following best reflects this idea:

"No safety device or procedure is a hindrance since nothing is astime consuming as an accident."

We have seen that an effective university program includes two approaches - actionwhich involves providing a safe working environment and indoctrination, the educa-tional part of the safety program. By now I hope that the original questionpresented (WHY SAFETY?) is no longer a question!

- 66 -

SAFETY PROBLEMS OF A FEDERAL AGENCY ON A UNIVERSITY CAMPUS

John S. CooganSafety Officer

National Research Center-Las Vegas

To begin with, I must comment on the title of this presentation. Safety

problems of a Federal Agency on a University Campus. That, I think, maymislead some of you to assume that Federal Agencies have a whole distinctset of safety problems. Nothing could be further from fact. WhetherFederal Agency or private industry, we all have one set, and very nearlythe same set, of safety problems. In fact, OSHA, a Federal Agency, hasthe authorization to apply the same rules to both government agency andprivate industry. The only difference is that, by law, OSHA cannot levya monetary fine against another government agency.

It is the fact that OSHA pressed for legislation to have the safety rulesapply to private industry as well as to government agencies that substantiates the theme that we all have generally the same set of safetyproblems. In saying this, of course, I realize that safety problems inyour location may be far more unique than the oversimplication I havementioned.

Robert Townsend, author of the book, "Up The Organization," lists threeareas to be controlled in order to solve organizational problems: First -private secretaries; second - company automobiles; and third - keys tothe building of the facility. Think about safety for a minute. If we

could control people, machines and animals, would we have any safetyproblems? I am talking about positive control over people, animals andmachinery.

While you are, thinking about that, let me ask another question. How manyof you attending this conference have a Federal installation on yourcampus? May I have a show of hands? Now, how many of you know the nameof the safety officer at these installations? In the United States, eachFederal Agency must have an individual designated as the safety officer.In smaller installations, each head of a facility shall assign collateralduty safety responsibility to a staff member. This can be a part-timefunction, but, the responsibilities and duties are all-inclusive forsafety. My reason for asking these questions is that it is my belief thatmany of you do not know the federal safety officer presently on your campus,or, I suspect you are not thoroughly aware of precisely what work orresearch is performed at these facilities. That reflects one of the primeproblems of the safety officer - poor communication. I really think weneed to improve the channels of communications between the groups.

Largely, the safety problems on a federal facility located on a universitycampus are the same as the ones which you face in your everyday tasks.Let me enumerate a few of these for you to see if we don't agree:

86

-67-

Situation

1. No anti-siphoning devices on hot and cold water faucets.This can create the possibility of backflow into thepotable water of the facility.

2. Flammables are not being stored in approved flammablestorage cabinets, and while in use in the laboratory theyare not kept in explosion proof containers.

3. Hazardous materials including radioactive chemicals andpesticides were being used at various locations throughoutthe facility. There Was no posting of these areas to keepout unauthorized personnel or to advise what the hazardwas. (i.e., it is illegal to expose anyone under 18 yearsof age to radiation in an occupational setting, and womenin the 1st trimester of pregnancy should not be exposed toradiation needlessly.)

4. There were numerous areas on the facility that werecluttered with long and short-term storage items. Therewas no adequate protection for these areas and they doincrease the fuel load in several locations.

5. Toxic materials were in use at numerous locations and whileusers had access to respirators there were no respiratorsstrategically placed for rescuers use. No proceduresexisted for care and maintenance of respirators currentlyin use.

6. Chemicals were stored in hoods, under cabinets, on shelves,and in other locations in a happenstance order. Theseproblems sound familiar? I am sure they do. There arebasically the safety problems which any laboratory isconfronted with. Good housekeeping is the key to any safetyprogram and this with the other items listed require constantattention.

And how do we resolve the situation? Let me read some recommendations foryou to consider.

Recommendations

1. Install individual back flow preventers on each laboratoryoutlet to protect the facility's potable water supply.

2. Obtain approved flammable storage cabinets for each build-ing and explosion-proof containers for use in eachlaboratory. Flammables should be placed in the storagecabinets when not in use, and at the end of each work dayquantities in excess of that which can be stored in approvedcabinets should be kept in the hazardous storage building.

87

3. Post areas identifying hazards and restricting access asappropriate. Establish written standard operatingprocedures for each hazardous chemical or substance usedand familiarize everyone in the area with emergencyprocedures.

4. As soon as possible, construct an adequate storage build-ing for the facility.

5. Obtain and strategically locate respirators to be used bypotential rescuers. Procedures should be developed andtraining courses held to familiarize these potentialrescuers with the equipment. A maintenance schedule andprocedure should be developed for all respirators in useand should be strictly adhered to.

6. Obtain storage cabinets, or build adequate storage, andkeep chemicals stored in an approved manner. I. E.,separate reactive chemicals. Storage should be accordingto hazard. Sound familiar? I'll bet some of you haveused some of the same platitudes or wording quite similar,in preparing reports on corrections at your facility.

My purpose of stating these situations and recommendations is to establishthe fact that we have a common problem.

The Federal Agency, on a university campus, usually has a research facilityof some nature and/or a laboratory in conjunction with its activities. Thetheme I wish to dwell upon is that neither the federal people nor theuniversity people are completely aware of each other's safety problems. Inmany situations, such as the facility I have safety responsibility for,university students are used for part-time help, often as technicians inthe laboratories. At our facility, many of these students have worked forthe University in various laboratory positions as technicians prior toemployment. The safety attitudes which they bring with them are usuallyexcellent. It indicates to me that the professors and laboratory personnelthey have worked for are aware of safety and striving to maintain a positiveprogram. I am interested in these young people and their attitudes towardssafety, because they are the researchers and laboratory directors of thefuture, and how they approach safety now is the way it will likely beconducted in the future.

Returning now to my earlier statement, that safety problems would disappearif we had control - positive control - over people, animals, and machines.But such control would give us very untenable work situations. Of course,if we had no safety problems, we would not have a job. But if any job isin jeopardy, it's not the safety man's. Safety problems, like unpredict-able weather, are always with us. What is happening, though, is thattoday's work force, man for man, is better educated and more safetyconscious than ever before. Nevertheless, personal injury suits arebeing filed more often and larger amounts of money awarded by thejudicial system than ever before. In fact, it is not usual even intoday's market of high unemployment to have prospective employees refuseto perform some job function because of alleged unsafe conditions orconditions injurious to their health.

88

- 69 -

All these factors point to one goal, that we cannot tolerate the expense

of unsafe conditions which permit accidents to occur. We can't eliminate

accidents entirely, but reduction of accidents thru control and a safe

work place are a must. Our younger workers are no longer going totolerate working conditions that are injurious to their health.

The safety problems a Federal Agency can be confronted with on a Univer-

sity Campus are really no different than those of other organizations.

They may be more intense such as at our laboratory where worker age is

lower than an average government installation due primarily to student

help. Also, as I mentioned before, our work has a great variety of

research and monitoring systems, employing a large and small animalfacility, laboratories using radioactive material, pesticides, and airand water pollutants, a laser laboratory, an aerial group to collect

samples, a greenhouse and associated growth chambers for plant experimen-

tation. In addition, we have shops and craft people, warehousing,electronics technicians, and all the related services which make a

facility run.

Most of the laboratory activities described are on a University Campus.

The facilities which we occupy on the campus are surrounded by university

buildings. We are centrally located rather than occupying an edge of the

campus or an industrial research complex that some universities have.

Yet, still, our safety problems are routine, to the degree that back

injury from lifting strain_ is still the number one personnel injury. We,

however, do have materials which have to be controlled, such as pesticide

concentration and radioactive isotopes - restricted areas such as laser

facilities, cryogenic laboratories and so forth - and sensitive samples

such as sample results which will be used as evidence in court actions.

Some of these problems present safety hazards which we have no control

over. For example, standby power is not available in the case of primary

power failure in risk areas. In some instances, we have not been notified

of pending power outages. When these occur it presents the risk of losing

an experiment or damaging delicate electronic equipment. Fire alarms in

the buildings which are tied to the University System is another safety

problem, especially with faulty and false alarms. Recently we have worked

out with the University a separate system for our laboratories which

alarms at the Fire Station.

As you can see, our safety problems are largely the same as yours, such

as in biohazard areas. Have all personnel been instructed as to exactlywhat remedial action must be taken in case of a "spill," i.e., accidental

release of pathogenic organisms or toxic materials? What provisions have

been or will be made to cover the applicable requirements of the Williams-

Steiger Occupational Safety and Health Act (OSHA) of 1970? Every safety

problem has its questions that must be asked - and answered effectively.

But beyond this - that Federal Agency on your campus, are you aware what

they do, what biohazard or toxic materials they use, what safety hazards

they pose on your campus, what assistance you might provide or, alterna-

tively, what assistance they might provide?

89

-70-

Are procedures in effect for the reporting and follow-up of accidentswhich affect both your campus and the Federal Agency? Remember thatfellow on your campus would like to hear from you, and who knows, twoheads are better than one in solving problems - particularly safetyproblems.

In closing, I have some slides to present. I gleaned them from our photomorgue. Please note any familiar safety deficiencies which you detect.Remember these are not posed photographs but rather photos someone tookof his organization for posterity - or for reasons other than safety.

Photos showing

These photos, I think, are a good summary of what I've been saying--theyshow that safety problems aren't unique to any one area. If you haven'tseen something here that typifies some of your own local safety problems,you're in a very untypical area of safety concerns.

90

71

THE SITUATIONAL APPROACH TO LOSS CONTROL

Hugh DouglasSenior Coordinator

Accident Prevention and CYIImperial Oil Limited

There is a truism that people will only move if they recognize good or evil in thesituation for them; and, it is practical and possible to do something about it.

Either the general public is not aware of the high and rising "accident" toll, theydo not believe it is practical and possible to do anything about it or, they have adouble standard of values. It is a do as I say, not a do as I do world. The point

is well illustrated by a "Nancy" cartoon.

That there is a problem is confirmed by the facts that---"Every year in NorthAmerica more than:

130,000 persons are fatally injured500,000 incur permanent partial disability15,000,000 are temporarily disabled$40,000,000,000 is wasted

---because of incidents that are mistakenly called "accidents."

These facts confirm that "accidents" are a social and economic blight.

The numbers suggest five justifications for actions to preclude the unfortunatehappenings. The justifications are:

. Self Preservation

. Moral Responsibility. Economic Savings. Resource ConservationAbiding by the Law

The justifications have always been present.

The results suggest past approaches have not been good enough. A better way must

be developed. The inherent risks in each situation must be appraised and appro-priate actions must be taken to ensure that untoward incidents are avoided or, ifthey do occur their adverse effects are minimized.

Traditional Approaches Have Failed

It is recognized that everyone filters all communications according to personalneeds, values and experience. The statement that past approaches have failed maycause some to take exception to the statement that society has failed. The task

at hand is to overcome the resistance any of you might have.

An attempt will be made to look at a new perspective using logic rather thanemotional appeals.

91

The past and present method of accident prevention programming can largely besummarized as the "people" approach.

Three main thrusts are followed:

Motivate the people to be safe;Train them to work safely; orGet rid of them if they won't work safely.

Psychological studies confirm that while these thrusts may have good effect in theshort run, they do not have long term success. They fail because people have thefaculty to tune out noise. A continual barrage of emotional challenges to be safebecomes noise even though the messages offer personal advantages.

A better method must be found. The situational approach is suggested. It is basedon logic rather than emotions. It also provides the opportunity to includeemotional thrusts as a motivating stimulant.

The situational approach requires that all potential risks in each situation beevaluated in relation to economic objectives and social obligations and, appro-priate action be taken.

The Cause Must Be Determined First To Prescribe The Best Cure

There is an adage in medical circles that the cause of the disease must be knownbefore the corrective prescription should be prescribed.

The same principle applies in safety, accident prevention or loss control.

Two theories of cause have formed the base of most accident prevention activitiesto date. They are:

. Accidents are caused by errors.

. Accidents are the adverse result of Inplanned, unexpectedrelease of energy.

The first, and probably best known explanation of cause was developed by the lateHenry Heinrich. He postulated that injury is the fifth in a series of five stepsin the accident sequence. He made the concept visible and practical usingdominoes. The concept is known as the "domino" theory.

The five steps of the domino sequence are:

1. The genetic and environment background of the individual.2. The traits of the individual.3. Unsafe acts and unsafe conditions.4. The accident.5. Injury.

Three principles were involved:

. The injury and-accident were the undesirable end result of asequence of events.

9 2

. An accident can occur without injury. But, an injury cannotoccur without an accident.

. Removal of the unsafe acts and unsafe conditions eliminates theopportunity for an "accident" to occur.

While the concept is excellent, and very valid, an interpretation developed thathas done much harm. Because those injured usually are directly involved in the"unsafe" acts and "unsafe" conditions, investigations tend to be fault-finding,blame fixing witch hunts.

The net result is that those involved automatically (and quite naturally) adopta defensive posture. They only acknowledge those causal factors that would notincriminate them.

The early sixties saw a new error perspective. Because management created andprovided the leadership, resources, organization and the total environment, ifan incident occurs it is management's fault. Management did not provide ahazard-free environment. A new scapegoat was found.

A harmful result of the error concept is the creation of an adversary relationshipbetween management and employees as to which was to blame for any incident.

The second concept of cause was that "accidents" are the result of unexpected,unplanned releases of atomic, chemical, electrical, mechanical, thermal, etc.,energy. The advantage of this concept is it focuses on opportunities to provideappropriate action to either protect agaiast untoward incidents or minimize theiradverse effects should they occur.

A third concept is offered as a basis for more accurate diagnosis and to directmore effective preventive action. This one is not in the texts. In flct, it hasnever been formally presented to such a gathering. It has been introduced intoImperial's operations.

Three steps are involved in any "accident" sequence. They are:

. The immediate cause is the unplanned, unexpected release of enery.

. The unplanned, unexpected release of energy is released becausethe physical and procedural standards necessary for the completionof the situation without untoward incident were either not set; or,were not set high enough.

. Failure to set and/or meet adequate standards occurs because ofdeficiency in the fundamental ways an organization is administered.

Sight must not be lost of the fact that external technological, economic, social,political and legal influences have an important effect on the direction of theorganization.

The three steps involve every part of the organization. Because everyone playsa part, in keeping with his or her level of authority, prevention/control becomes

.93

a "we" responsibility rather than a "you" responsibility. And, accountabilitymust also be shared. It is hard to blame others if you share in the cause.

Examination for weakness/deficiency in each part of each step is necessary ifeffective preventive/corrective action is to be applied.

Unplanned, uncontrolled release of energy can be controlled/minimized followingone or a combination of the following:

. Avoid the energy build-up.

. Reduce any build-up.

. Prevent uncontrollable release.. Modify rate of release.. Separate releases in time or space.. Use barriers.. Modify the surface.. Strengthen the materials.. Reduce adverse effects by appropriate contingent action.. Rehabilitate.

The second step or proximate cause, the failure to set or meet adequate standardsis critical. It relates to Heinrich's third domino--the unsafe acts, unsafe con-ditions. The difference is that setting adequate standards avoids unsafe acts andconditions. It is positive, whereas removing the unsafe acts and conditions is anafter-the-fact activity.

Because of its importance in the sequence, the rationale of the concept isexplained in detail. A series of sequential steps is involved, They are asfollows:

. Anything that is done is done to fulfill a specific purpose,objective or goal.

. Accomplishment of the purpose, objective or goal requires theallocation of specific resources and activities.

. There is an upper and lower acceptable range of use required ofresources beyond which it is too costly.

. If the upper range is exceeded, too many resources, or too highquality of resources or activities were used.

. Deviations below the lowest acceptable range result in inferiorquality or use; and, under the right circumstances may result insome form of a downgrading incident.

. The nature of the downgrading incident is largely a matter ofchance dictated by the environment and the manner of interfaceof the components at a given moment in time.

The effects of a downgrading incident are illustrated in attachment 1. Evaluationof potential effects and who they affect indicates the seriousness of the problem.

9 4

This information is necessary as a base for determining how much can, should, ormust be spent on prevention/control.

The third step is referred to as the underlying causes. They are the organiza-tional deficiencies that lead to or contribute to the failure to set and meetadequate standards. They fall in the following groups.

Deficiencies in:

DirectionResourcesOrganizationPhysical EnvironmentAdministrationContinuous functions

They are detailed in attachment 2.

There Is No Pushbutton Answer

There is no pushbutton answer in preventing/controlling untoward incidents.

Every decision required in the accomplishment of each purpose, objective or goalinvolves a trade-off between what is socially unacceptable and what is economicallyunacceptable.

The challenge to each person, in keeping with his or her level of authority, isto clearly define the upper and lower limits to ensure that the lower limit is sethigh enough that untoward incidents will not occur and to see that the lower limitis met. Deviations must be corrected before they lead to circumstances conduciveto allowing an untoward incident to occur.

The concept has the following advantages. It is

. Positive.

. Preventive rather than after the fact.

. Logical rather than emotional.

. Situational rather than general.

And---it works!

9

SINE

W O

NIM

intiT

annrtn IT

UifIN

NY

WY

N i=

311

- 77 -

THE CAUSE AND EFFECT SEQUENCE OF DOWNGRADING INCIDENTS

A. THE CAUSE SEQUENCE

Underlying Causes

Organization Factors. Direction

ActionsObjectivesPoliciesExampleThrustsConstraints

PhilosophyConceptsValues

ResourcesPeopleIdeas/TechnologyTimeMoneyMaterialsEnergy

. Organization. Formal. Informal

Standards. Legal. Consensus. Practices. Procedures

Tasks/Technology. Processes

. Equipment

AdministrationSelectingPlanningOrganizingImplementingControlling

Continuous Functions. Communication. Motivation. Training. Responsibility. Authority. Accountability

External Factars. Technological. Economic. Social. Political. Legal

97

- 78 -

THE CAUSE AND EFFECT SEQUENCE OF DOWNGRADING INCIDENTS

THE PROXIMATE CAUSE

Personal Deficiency

Physical;Mental;Attitudinal,

Resulting in Lack of

Knowledge;Skill; and,Judgement

Resulting in Failure to Set and/or Meet Adequate Standards:

EquipmentDesign,Construction,Operation,Maintenance.

Processes/Procedures/PracticesDetail,Communication,Application.

IMMEDIATE CAUSE

The Unplanned, Uncontrolled Release of-

Atomic;Chemical;Electrical;Mechanical;Thermal;

energy.

98

- 79

THE CAUSE AND EFFECT SEQUENCE OF DOWNGRADING INCIDENTS

B. THE EFFECT SEQUENCE

Downgrading Incidents

Injury/IllnessFatalityDisability

Permanent TotalPermanent PartialTemporary Total

Medical Aid. First Aid

Fire/Explosion. Injury/II Iness. Equipment Damage. Product Damage/Loss. Production Stoppage

Damage. Equipment. Facilities. Property. Supplies. Tools. Vehicles

Product. Degradation

Loss

Pollution. Air. Ground. Water

Breach of Security. Theft. Defalcation. Arson. Sabotage

Work Slowdown/Stoppage. People. Equipment

Energy Waste. Steam. Hydro. Water. Air

99

80

THE CAUSE AND EFFECT SEQUENCE CF DOWNGRADING INCIDENTS

IMMEDIATE RESULTS

Personal

PainSufferingGriefPhysical/Mental Limitations

Business InterruptionPhysical Damage

. EquipmentFacilitiesPropertySuppliesVehicles

. Product Abuse. Degradation. Loss

. Work Stoppage

. Service Delay/Failure

Contamination. Air. Ground. Water

Breach of Security. Abduction. Defalcation. Extortion. Theft

Community Concern. People. Environment. Contingency Response. Inconvenience

THE ULTIMATE RESULTS

Personal HandicapPhysicalMentalEconomicSocial

Corporate DetrimentEconomic Loss

. Direct. Costs for

RepairRework

. SubstitutionReplacementLegal

100

- 81 -

THE CAUSE ANn EFFECT CF DOWNGRADING INCIDENTS

THE ULTIMATE RESULTS (CO NT'D. )

Increased Labour Costs. Contingent Response. Rehabilitation. Reduced Throughput

. Energy Waste. Air. Electrical. Steam. Water

. Indirect. Labour

. Retraining

. Lower Quality

. More Required

. Production. Reduced Quantity/Quality. Delayed. Alternate Supplies

. Sales. Customer/Alienation Defection. Market Penetration Loss

Social Disfavour - (Default of socio-legal obligations)

. People

. Environment

Societal Loss/Interference. Economic Shortfall

Material ShortageInflationInadequate CapacitySoaring DemandDelayed DeliveryShort Money Supply

Resource WasteEnergyMaterialsMoneyPeople

. TechnologyTime

101

- 82 -

Evaluation of Loss Control Results and Activities

Assessment of the effectiveness of loss control activities is an essentialpart of measuring total performance.

Net performance is the difference between the planned cost of reachingeconomic objectives and the losses experienced in attempting to reachthem.

. Losses are the adverse consequences of the trade-off between risk andthe primary functions of the company to meet its economic objectivesand fulfill its socio-economic obligations.

An evaluation form is attached to permit an assessment of losscontrol results and efforts.

It is divided into seven parts.

. A summary of the type, number and cost of downgradingincidents.

. An overview assessment of the units in terms of:-

Orderliness;. Quality of work practices;

Hazard control; and. Contingency responses.

Assessment of quality of loss control activities.

Summary of interviews with personnel at all levels todetermine thrusts for work effectiveness and constraintsto work effectiveness.

. Response to special problem situations.

. Cost of loss control activities

. Recommendations.

The evaluation permits an assessment of the extent of unnecessaryloss and the effectiveness of the control efforts applied to keep the lossesto an acceptable level.

Completion of the chart will suggest what additional effort isrequired and how it should be applied.

1o2Att.

I

. UNIT

- -EVALUATION OF LOSS CONTROL RESULTS AND ACTIONS

LOSS EXPERIENCE

DATE COMPLETED BY:

Type of Incident Number Costof W.C.B.

1. Injury/Illness Incidents Days Injury - Company W. C. B.

On-the-job Lost Payments Make-Up Total Assessment

Fatality

Permanent Partial

TemporaryDisabling

Medical Aid

First Aid

Totals

Off-the-job injury/Environmental illness

2. Damage to:ToolsEquipmentVehiclesFacilitiesProperty

3. Product DegradationDamageLoss

SpillMix

4. Fire/Explosion

5. Breaches ofSecurity

TheftVandalismDefalcationBomb ThreatsArson

6. Pollution

7. Energy Waste

8. Totals

t f I

I i

1 1 1 i 1

1 I I

1

r 1 -1Accident/Sickness Benefits

1 1

Cost of: Repairs

Cost of: Rework

Replacements

Business

Interruption To ta I

Business

Replacements Interruption Total

Cost of: Extinguishment(

1

Cost of:

Damage Business Inter.

it

Business

Damage Replacement Interruption

Cost of: Product Loss Clean Up Liability

Cost of: Hydro Steam

103I

Air

Total

Total

Total

Total1

- 84 -B. LOSS CONTROL ADMINISTRATION I

1. DIRECTION

A. OBJECTIVES. LIMITS CF PERMISSIBLE LOSS ARE SET I I NCT SET

. THE LIMITS ARE HIGH I 1 LOW I ZERCI

I

B. POLICYTHERE IS j IS NCT

1 1A STATED LOSS CONTRCL POLICY

IT IS WRITTEN I I VERBAL I I "JUST GROWED" I

IT IS CONFINED TO INJURY/ILLNESS Ei COVERS ALL FCRMS OF LOSS

IT IS COMMUNICATED RARELY I OFTEN' I CONSTANTLY H

IT IS REJECTED I ACCEPTED I LITTLE I 1 WELL L..4

C. LEADERSHIP/EXAMPLE. QUALITY: WEAK 77 AVERAGE I 1 STRONG I-

. FREQUENCY: SELDOM FREQUENT I CONSTANT I 1

. STYLE: LOW PROFILE u FRONT AND CENTRE 1-1

D. VALUES. LOSS CONTROL CONSIDERED BY:

PRIMARY RESPONSIBILITYSECONDARY RESPONSIBILITYNOT A RESPONSIBILITY

. CONCERN FOR PEOPLE IS: LOW

. EMPHASIS IS ON: RESULTS

MANAGEMENT SUPERVISION EMPLOYEES

HIGH I j

ACTIVITIES I I

. DESIRE FCR EXCELLENCE IS LOW FI SO-SO n STRONG t

2. RESOURCES

AVAILABILITYPEOPLEIDEASMONEYTIMEMATERIALS

. QUALITYPEOPLEIDEASMATERIALS

3. ORGANIZATION. FORMAL

. REPORTINGRELATIONSHIPS

NOT BARELY AVAILABLEENOUGH ENOUGH SUFFICIENT AS REQUIRED

GENERALLYINADEQUATE ADEQUATE ADEQUATE EXCELLENT

INADEQUATE FAIR GOOD EXCELLENT

i

. COMMITTEE STRUCTURE. PRESENCE NONE SOME I -1 COMPREHENSIVE j

. QUALITY POOR 1 I FAIR 1-; GOOD EXCELLENT

. INFORMAL. STRENGTH WEAK STRONG 1

. SCOPE LIMITED Li NARROW 1 BROAD

1 iJ4

- 85 -4. STANDARDS OF TECHNOLOGY/TASKS

. AVAILABILITY DESIGNCO NSTRUCTIO NOPERATIONMAINTENANCE

SELDOM SOMETIMES

INADEQUATE LOW. QUALITY DESIGN

CONSTRUCTIONOPERATIONMAINTENANCE

SELDOM SOMETIMES. APPLICATION DESIGN

CONSTRUCTIONOP ERATIO NMAINTENANCE

GENERALLY ALWAYS

ADEQUATE HIGH

GENERALLY ALWAYS

5. ADMINISTRATION & SUPERVISION

TASKS ARE PLANNED SELDOM SOMETIMES ALWAYS

TASKS ARE ORGANIZED POORLY ADEQUATELY WELL

TASKS ARE CONTROLLED LOOSELY n TIGHTLY FIRMLY

IC. SPECIFIC LOSS CONTROL ACTIVITIES

INSPECTIONS

SR. MANAGEMENT

LINEJOB

. CRITICAL PARTS

. PERSON. ANNOU NC ED.UNANNOUNCED

COMMITTEE. MANAGEMENT.JOINT.AD HOC

STAFF

OUTSIDE

n

YES

OCCASIONAL REGULAR OCCASIONAL REGULARI I

INVESTIGATIONS EXTENT QUALITYSome All Superficial

INJURY/ILLNESSF IRE/EXPLOS 10 NDAMAGEPRODUCT

LOSSDEGRADATION

. POLLUTIONBREACH OF SECURITY

. ENERGYLOSSWASTE

OTHER

135

ThoroughFOLLOW UPYes No

- 8 6 -

IC. SPECIFIC LOSS CONTROL ACTIVITIES (CONT'D.)J

JOB ANALYSESEXTENT: NONE E SOME T.: SPECIAL p ALL

QUALITY: POOR 0 FAIR Ei GOOD 1-7 EXCELLENT

DETAIL: LITTLE SOME MUCH Q VERY uCURRENT: OUT OF DATE CURRENT 0

. EMPLOYEE CONTACTS MADE YES I 1 NO I~

IF YES: PLANNED I I UNPLANNED in. FREQUENCY NONE 12. SELDOM n FREQUENTLYOINONE SELDOM 0 FREQUENTLY a

. SCOPE

. INCIDENT

REPORTINGRECORDI NGANALYZING

1 GENERAL Q JOB ORIENTED 0 GENERAL Q JOB ORIENTED Ei

EXTENT QUALITYNONE SOME ALL POOR FAIR GOOD EXCELLENT

. CONTINGENCY PLANS DRAWN UP:

. TRAINING

FIRST AIDFIRE CONTROL EXTINGUISHMENTOIL SPILLPRODUCT MIXPOLLUTIONENERGY WASTE OR LOSSBREACH OF SECURITYMUTUAL AID

TYPEI NDUCTIO NJOBFIRST AIDFIRE RESPONSEHAZARD RECOGNITIONPROTECTIVE EQUIPMENTPROCEDURES

WORK PERMITSGAS TESTINGVESSEL ENTRYHOT TAPSDRY RUNS

GENERAL

QUALITYYES NO INADEQUATE ADEQUATE EXCELLENT

H

[J. E. LOSS CONTROL PROMOTIONS -ON- THE -JOB

. MEETINGSPLANTFUNCTIONTRADE/UNITCROSS FUNCTIONSFIVE-MINUTE TALKS

NONE PERIODICALLY

ii--tREGULARLY

1 t) 6

- 87 -

IC. SPECIFIC LOSS CONTROL ACTIVITIES (CONT'D.)I

USE OF:

AUDIO VISUALSPOSTERS

PERSONAL CONTACTSINCIDENT RECALLPROMOTIONAL ITEMSDINNERSSPECIAL PROGRAMS

E.G. KNOWING'S NOT ENOUGHSAFETY SAMHAND TRAP TESTDEFENSIVE DRIVINGSEMINARS

YES NO

1

LOSS CONTROL PROMOTIONS -- OFF-THE-JOB

POSTERS

LETTERS

PHONE CALLSCO NTESTSSLOGANSFLYERS

DEFENSIVE DRIVINGFIRST AID TRAININGPLANT VISITS

YES

-4-4

ID. COSTS OF LOSS CONTROL ACTIVITIES

TIMEMATERIALSPERSONAL PROTECTIVE EQUIPMENTOPERATING EXPENSECAPITAL EXPENSECONTINGENCY PLANS

. EQUIPMENT

. MANNING

. TRAINING

LEGISLATED REQUIREMENTS

107

NO

- 88 -

E. INTERVIEWS

MANAGEMENT'S VIEW OF STATUS OF LOSS CONTROL

THRUSTS CONSTRAINTS

COMMENTS

FIRST LINE SUPERVISION'S VIEW OF STATUS OF LOSS CONTROL

THRUSTS CONSTRAINTS

COMMENTS

VIEW OF OCCUPATIONAL PERSONNEL REGARDING SAFETY & ACCIDENT PREVENTION

THRUSTS CONSTRAINTS

COMMENTS

F. SFECIAL PROBLEM AREAS

. OBTAINING COMPLIANCE WITH STANDARDS, PRACTICES AND RULES

. MAINTAINING ORDER

. PROPER USE OF TOOLS AND EQUIPMENT

. GETTING HIGH LEVEL OF PERFORMANCE IN FACE OF HIGHLABOUR TURN OVER

. GETTING EMPLOYEES TO WEAR PROTECTIVE EQUIPMENT AS REQUIRED

. EFFECTIVE USE OF EMPLOYEES HAVING PHYSICAL/MENTALDIFFICULTIES

. FATIGUE

. ABSENTEEISM

(1) ILLNESSES

(2) ALCOHOL

(3) DRUG

139

RECOMMENDATIONS

DIRECTION

RESOURCES

ORGANIZATION

. PEOPLE

. TIME

. MONEY

. RESPONSIBILITY

. SENIOR MANAGEMENT

. FIRST LINE SUPERVISION

. OCCUPATIONAL

. AUTHORITY

ADEQUATELY WITHHEDELEGATED

GRANT ED

Partial Full. SENIOR MANAGEMENT fl I I

. FIRST LINE SUPERVISION

. OCCUPATIONAL

. ACCOUNTABILITY

. SENIOR MANAGEMENT

. FIRST LINE SUPERVISION

. OCCUPATIONAL

1 J 0

7I I

EXERCISED

WITHHE

1

n

WAIVE

- 91 -

RECOMMENDATIONS (CONT'D.)

MOTIVATION

COMMUNICATIONS

TRAINING

MEASUREMENT/AUDITS/ACCOUNTABILITY

CONTINGENCY ACTIONS

Ill

-92-

PORTABLE COMBUSTIBLE & TOXIC GAS INDICATORS & ALARMS

M. F. MeletteMidwest District Manager

Bacharach Instrument Coepany

The basic portable Combustible Gas Indicators available today are the product ofnearly 50 years of manufacturing and safety application experience.

The original Combustible Gas Indicator was developed in 1927 to fill the require-ments of the Petroleum and Chemical industries. The principal requirement was tomeasure the presence of all hydrocarbons in concentrations well below their LowerExplosive Limit (L.E.L.).

Combustible Gas Indicators manufactured today are considerably more sophisticatedthan the original portable instrument. As an example, some models currentlymanufactured can measure gases in three ranges. Other instruments offered measuretwo parameters -- oxygen level and the presence of combustible gases.

The most common instrument in use today is a single range Combustible Gas Indicatorthat uses an aspirator to draw the sample under test into the instrument via anexternal sampling hose and probe. The usage of the sampling hose and probe allowsthe testing of manholes, vaults and tanks for combustible condition prior to entryby maintenance personnel. Also available are instruments that will measure twoimportant variables simultaneously -- oxygen level and the presence of combustiblegases.

For those applications that may require monitoring of a specific work area duringplant maintenance, portable instruments are now available that will provide anaudible alarm if the atmospheric conditions change. It is not necessary for theworker to periodically operate the instrument and observe the meter indication.A typical application would be welding operations in Chemical and Petroleum plants.Diffusion sampling is the most common method of detection used for this application.(The portable instrument is placed in the general work area where flammable gasorvapors may be released.)

In addition to the portable instruments that I have just described, there are manyspecial instruments that measure in the PPM range of toxic hydrocarbons.

Pitfalls and Limitations

To obtain meaningful and reliable readings from any portable gas indicator thefollowing instrument conditions must be satisfied.

Portable instruments must have adequate battery power reserve to provide excitationvoltage to properly heat the catalytic sensor (filament or element). Low batteryvoltage could cause serious errors in the instrument readings.

It's recommended at the start of each test that the zero control knob and voltagecontrol should be adjusted up and down scale to confirm smooth operation by observ-ing meter deflection. This also proves that the indicator meter is operational.

112

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The calibration of the basic instrument should be challenged on a regular schedule.Calibration test gas samples are available in various containers that may be con-veniently used to confirm the instrument calibration. This will guard against theproblem of the sensor becoming poisoned'bY substances such as leaded gasoline orsilicone vapors.

The internal flame arrestor should be inspected at regular intervals to prove thatthe sample flow passes over the internal catalytic filament at a flow rate not lessthan 472 CC per minute. If excessive quantities of contaminates (dust, water) clogthe flame arrestor, the flow rate can be seriously reduced.

The remote probe and hose components used to draw the atmosphere under test intothe portable instrument are also a vital link in this measuring system. If anyleaks are present at any of the interconnect fittings that join the probe, hoseand instrument, the dilution by ambient air could cause error in the indicatorreading.

The aspirator bulb or pump device used to draw the sample into the instrument shouldbe examined for leaks at scheduled intervals. Leakage of the aspirator bulb or thecheck valves could result in errors. The minimum acceptable sample flow rate is472 CC per minute or 1 CFH.

The actual scheduling of the above component tests will vary based upon howrigorously the instrument is used. Example: daily use by utility crew vs.occasional test in a research laboratory.

Certain tests such as battery condition, hose and probe condition and meter deflec-tion must be made daily. Frequency of the calibration check and other componentsinspection are a decision that should be made by individual safety departmentsbased upon their specific plant conditions.

The principal limitation to these instruments is that they measure only combustiblesin air. If two or more hydrocarbons in air are present, these instruments will notprovide the individual value of each gas present, but the sum of all as a meterindication.

The interpretation of the indicator meter deflection is also a judgment factor thatmust be considered by individual safety departments.

1 1.3

-94-

GAS DETECTION ON CAMPUS

Warren J. RileyDirector of Training

Bacharach Instrument Co.

SUMMARY

The purpose o portable or continuous gas detection equipment is to pro-vide a method for monitoring a condition which could result in a fire,explosion, or toxic atmosphere.

Gas detection techniques have evolved from rather primitive methods suchas a canary in a cage or a lighted candle, to modern electronic instru-ments capable of detecting minute combustible and toxic gas conditions.

While some types of equipment can be misused with little or no longrange effects, the wrong choice of a gas detector or its improper useor maintenance can result in death, injury, and major property damage.

In a comprehensive campus safety program it is not enough to merely beaware of a potentially toxic or combustible condition. It is now

necessary to purchase, install, and continually maintain the equipmentand insure that all affected personnel are routinely trained in its use.The proper equipment must be chosen, operators educated, and-a regularschedule of maintenance and calibration strictly adhered to.

LEGAL AND MORAL ASPECTS OF GAS DETECTION EQUIPMENT

Changes in the law regarding safety have contributed to the growing useof combustible and toxic gas detectors. Some users, unfortunately,comply with the letter of the law, if not its intent, by purchasing oneor more detector units and then ignoring them. For any toxic or combustible

gas detector to be effective the user must understand its principles and

its limitations. He must also be trained in the proper installation,maintenance, and operation of the equipment.

In the case of a major accident where life is lost or serious injury is

sustained, there is almost certainly a substantial investment in time

and money due to legal action. The outcome of such law suits can also

include jail sentences for those deemed negligent.

In years past, death, injury or property damage due to negligence or

misapplication could be discounted with a shrug of the shoulder. Today

this is certainly not the case. The legal and moral ramifications ofproviding and maintaining proper safety equipment are obvious.

It is encumbent on each of us to insure that our involvement in

establishing and maintaining good safety programs is founded on the use

of prudent and reasonable actions.

1

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THE DEVELOPMENT OF PRESENT DAY TECHNIQUES OF DETECTION

Modern day methods of electronic gas detection began almost 50 years agowith the commercial production of the Catalytic Combustion Detector.Since that time other techniques hive been used in gas detection, suchas thermal conductivity, electro-chemistry, optics, and chemi-physics.

CATALYTIC COMBUSTION -

THERMAL CONDUCTIVITY -

ELECTRO-CHEMISTRY

OPTICS

remains the most commonly used method ofcombustible gas detection.

used in the detection of inert gases.

- used extensively for oxygen detection.

- used for mercury vapor detection and in otherlow level gas detection systems.

CHEMI-PHYSICS (metal oxide sensor) - used in the detection of anumber of toxic gases.

Catalytic Detection Systems use two elements arranged in a wheatstonebridge configuration. One element is a reference, the other is theactive element. Elements are usually made of pure platinum wire. Theplatinum wire is coiled in the form of a filament or encased in a treatedceramic bead. As a mixture of combustible gas and air passes over theactive element, catalytic combustion takes place. Oxidation on the surfaceof the heated element increases its temperature and thus its resistance.This change in resistance causes an imbalance in the bridge circuit whichis read as a change in level of combustible gas. This same general tech-nique can be adapted to low levels of detection where, through increasedsensitivity of the sensor and the electronics, concentrations of combus-tibles in the two or three part per million range can be detected.

Electro-chemistry is the process whereby two electrodes are immersed ina solution. When the solution is exposed to oxygen an electric currentflows from one electrode to the other. Thus the output of the electro-chemical cell or "battery" is proportional to the oxygen content of thesample gas. This provides a simple and dependable method for measurementof varying concentrations of oxygen.

Optics is used in one form for mercury vapor detection, by transmittinga band of light through a sample chamber, an optical filter, and thento a receiving element. As the mercury vapor content of the air in thesample chamber varies, more or less light from the ultra-violet sourceis absorbed by the mercury concentration. A varying output from thereceiving element is an indication of the concentration of mercury inthe sample. This system is capable of detecting very low concentrationssuch as .05 milligrams per cubic meter.

Chemi-physics utilizes the conductivity capabilities of certain metaloxides. When these oxides are exposed to various gases or vapors their

I 1 5

- 96

ability to conduct is changed due to an oxidation reduction process.This change in conductivity is noted as a change due to the specific

gases being detected.

ACCURACY VS RELIABILITY

The toxic and combustible levels of various substances are usually deter-

mined in laboratory tests under laboratory conditions. The results,

therefore, are of a rather static nature. In real life situations, theL.E.L. levels may be different from those stated in the reference books.

"Standard Gases" used in the calibration of toxic and combustiblemonitors arc of varied accuracies and present additional problems in trying

to establish absolute levels. Factors such as true zero may also be very

difficult to determine. There are inherent variations due to tolerancebuild-ups in instrument components, and detectors, which add to deviations

from absolute. For these reasons, a gas detector is generally designed toprovide a degree of safety which will compensate for slight inaccuracies.

An excerpt from a paper given to the Maritime Section of the National

Safety Council gives an interesting example of one users view of accuracy.

"From a practical standpoint, a percentage of error in thereading means very little...An error in the explosive rangeis of no importance; for once you know you are in the explo-sive range, that is all you need to know. The sale of gasindicators is competitive and has led to a good deal ofwrongly placedl emphasis on accuracy and versatility. The

tanker mate at sea doesn't need interpretation curves forgases he never heard of and will never need in practice...

What we need is a simple, rugged instrument and trainingin its use."

Many users have adopted the philosophy that any indication of a combustible

or toxic gas represents an unacceptable situation. Detectors used in this

fashion could be considered go-no-go devices.

Repeatability and dependability in a gas detection instrument are more

important than absolute accuracy. Gas detectors must operate in constantlychanging environments and a detector which can "sniff out" a combustibleor toxic gas condition under varying temperatures and pressures is far more

valuable than an instrument which is accurate but limited in its operating

use. In safety instrumentation repeatability, dependability and accuracyshould be mutual goals.

LIMITATIONS OF GAS DETECTORS

When selecting or installing gas detectors a number of factors must be

taken into consideration. These include:

-Select a detector which is limited to the generalcategory of gases or vapors of interest.

116

-97-

- In many detection situations oxygen is necessary for

the detector to function properly. In low oxygenconcentrations (below 21%) certain detection methodsgive inaccurate readings or no reading at all eventhough a potentially dangerous condition may exist.

-Output of most gas detectors can be effective by achange in the line or power supply voltage.Depending on the type of detector, the change maymaterially affect the reading and this can contri-bute to a hazardous condition.

-Certain elements can be affected by various types of"poisons." These substances are usually ones whichchemically or mechanically coat the sensor and renderit "blind" to the condition it is supposed to sense.

- Detectors can only "sniff" the gas or vapor conditionwhich contacts the surface of the sensor itself.Although this concept is obvious, it is one of themost often overlooked and underrated problems. The

sensor cannot see a hazardous condition and it cannothear a hazardous condition. It can only "sniff" thecondition and thus a potentially hazardous situationin an area remote from the sensor may never bedetected. For this reason proper placement or loca-tion of the detecting point must be carefully chosenso that it is representative of the atmosphere inquestion.

- General ambient conditions which may affect thedetection process include movement of air by wind orforced ventilation, abnormal changes in temperatureor humidity, and certain process factors.

-The performance of any gas detection system is onlyas good as the training and the conscientiousattitude of the people who must use and maintain it.

MAINTENANCE

As with any safety device, the degree of dependability of a gas detector

is directly proportional to the care it receives. All detectors require

routine maintenance which includes voltage check, general unit performance

checks, and regular calibration.

One of the most dangerous effects on employee morale is a series of false

alarms generated by incorrectly installed or malfunctioning detectors.

Employees begin to distrust the equipment and this leads to a feeling of

indifference. All gas detectors should be given a regular go-no-gotest, perhaps once a shift or once a week to determine if the device is

functioning. This can be accomplished by applying a gross sample of thetype of gas to be detected and watching the instrument for an indication.Calibration includes applying a known concentration of gas and adjusting

117

-98-the device for a resultant indication. Calibration should be performed

at routine intervals perhaps once a quarter. The actual period of time

between checks and calibration is usually a function of the confidence

level of the operator.

TRAINING

The best equipment is no better than the ability of the operator using

it. Without thorough, comprehensive training an operator cannot beexpected to safely operate and depend on this equipment. Improper or

incomplete training can lead an operator into a false sense of securitywhich could cost him his life,

Some manufacturers of gas detection equipment realize the importanceof training and offer training programs. The user should insist on this

type of support from his supplier. If it is nolireadily available, heshould consider another supplier.

LOGGING

In the event of a lawsuit resulting from an accident, evidence of propertraining and maintenance may act as proof of good intention an the partof the employer.

Proper logging procedures also help to emphasize the importance of theentire program to the operator and his supervisor.

CONCLUSION

While most gas detection instrumentation is sound in design and function

it can in no way replace the ultimate knowledge and decision makingcapabilities of a well trained operator. Except in cases where a controlfunction is provided this equipment will not in itself "protect" a worker.

Its sole function is to monitor a situation and inform responsible per-sonnel of a potential hazard. Interpretation of warnings given bydetection equipment must be left in the hands of a responsible individual.

118

99

GLOSSARY OF TERMS

There are a number of terms used in gas detection that are rather specificand often misunderstood. The following terms are defined as they apply to

the specific field of gas detection.

L.E.L. Lower Explosive Limit

U.E.L. Upper Explosive Limit

T.L.V. Threshold Limit Value

Poisoning chemical or mechanical coating of thesensor which renders it "Blind" to thecondition to be sensed.

System a group of detecting components workingtogether to provide continuous monitoring.

Calibration -

Check

P.P.M.

adjusting of voltage and applying a gasof known concentration with adjustmentsas required.

applying a gross sample of gas, notinggeneral performance of the entire unitincluding alarms, lights, meter(recorder if attached).

Parts _MillionMillion - one or more partsof a substance in a million parts ofbackground. (1% = 10,000 P.P.M.)

119

- 100-

MINUTES

CAMPUS SAFETY ASSOCIATIONANNUAL BUSINESS MEETING

August 6, 1975

The meeting was called to order at 1:35 p.m., by the Chairman, William H.Watson.

Excerpts from the minutes of the prior meeting were read by the Correspond-ing Secretary, Ray Hall. They reflected that Edward Simpson has linedup conference sites through 1980. Therefore, the next selection willbegin in the year 1981. They also contained minor changes in guidelinesmade by the Awards Committee. In addition good reasons were stated forthe Treasurer to hold office for three (3) years such as it givescontinuity and coordination of funding during transition. They alsomentioned that CSA is gaining in support by expanded contacts and thattheir sphere of influence is spreading rapidly. on motion the minuteswere approved and accepted.

James N. Knocke, Treasurer, had to leave early, therefore, the Treasurer'sreport was read by Ray Hall. It reflected a cash balance as of May 31,1975, of $1,139.94. Although CSA is slightly losing ground financially itstill remains solid and viable. On motion the Treasurer's report wasapproved and accepted.

The Membership Committee, Chairman, William Steinmetz, reported that 96new members were added to the roll during the year. In an effort topurge the roll of inactive or non-participating members 1213 cards havebeen mailed to various Colleges and Universities requesting that allmemberships be brought up to date. So far there has been a 50-60%response.

The Awards & Recognitions Chairman, Ray Ketchmark is setting up guide-lines and functions of the Awards Committee. During general discussion,the consensus of opinion was that future; Awards should be framed ormounted to improve the image of CSA.

Pat Eaker, Wisconsin, had the primary responsibility for revision ofCSA's Publications. He could not be present, therefore, Chairman Watsonreported that he has been in contact with Pat and he has started up-dating and deleting all unnecessary CSA publications to help our budget.Pat will present his finalized report in September 1975, at the NationalSafety Congress in Chicago.

Richard W. Giles, Chairman, Fire Safety Committee, reported that theirfire reporting questionnaires have been revised and are still coming ih,but more are needed.

120

- 101 -

John Short, Site Chairman, Mississippi, has approved conference sites asfollows: Orono, Maine-1976, Hawaii-1977, University of Illinois (UrbanaCampus)-1978 (this is the 25th Anniversary of CSA and was founded there).University of Michigan-1979, University of Auburn-1980.

Upon introduction by Chairman Watson the following resolution prepared bythe CSA Executive Committee was read and approved for adoption.

The CSA Executive Committee resolves that a Safety & Environmental HealthDepartment or Division be established at all college and universitycampuses and reporting to a Senior Administrative Officer. It is theopinion of the CSA Executive Board that all phases of EnvironmentalHealth should be placed under a director or officer to supervise areas ofSafety, Sanitation, Industrial Hygiene, Radiation Protection, FireProtection, Occupational Safety and Liability Insurance Programs. Asurvey of major universities throughout the nation has indicated thatbringing together all aspects of EH & S provides the most efficient andeconomic operation of the overall program.

MOTION-CARRIED

Ken Licht recommended that this new resolution be sent to the School andCollege Conference of NSC for their information and endorsement.

ON MOTION - It was recommended to Ken Licht that CSA members be appointedto the School and College Conference.

Ray Ketchmark - reiterated to Ken Licht that representatives from CSA beplaced on the Executive Committee of the School and College Conferenceeven to the extent that they might have to displace some membershipsfrom other groups.

MOTION-CARRIED

Chairman Watson then appointed Ray Ketchmark, John Morris, and MarvinWells to be representatives to the School and College Conference.

Concerning a CSA statement of safety policy, the Executive Committeerecommended that a proposed policy for safety and Environmental Healthbe introduced at a general meeting for general membership considerationand approval.

During the past 22 years the Campus Safety Association has developedthrough research and experience various Safety Programs that hate beenused as guides by many colleges and universities throughout the nation.We know that academic and administrative attitudes toward safety is onethat is reflected and practiced by supervisors, faculty, departmentheads, staff, and campus personnel. .As the basis for every safetyprogram a statement of policy should be adopted by the Chief ExecutiveOfficer of the campus.

121

- 102-

A guide for formulating such a safety policy is as follows:

The CSA Proposed Policy for Enyironmental Health and Safety:

The personal safety and health of faculty, staff, students and the visit-ing public is of primary concern to the University. Providing a safeenvironment in which to pursue innovative educational programs is of suchconsequence that it will be given top priority, support and implementationwherever necessary. To the greatest degree possible, a program shall beprovided to reduce or completely eliminate incidents which cause injury topersonnel, damage to property, fire or explosion, and hazards to health.

The president or the primary chief executive officer is responsible, andaccepts full responsibility, for maintaining a safety and environmentalhealth program. He is also responsible for its leadership, for itseffectiveness and improvement, and for providing the safeguards requiredto insure safe conditions.

MOTION-CARRIED

Ray Hall - Suggested that future business meetings be held somewhere inthe middle of conferences to enable members to deliberate on any proposedlegislation and better contribute ideas for the good of the associationand the next conference.

Currently, members are almost forced to accept policies rather than beable to make any constructive criticism.

CSA Representatives that have attended various conferences during thispast year were:

National Association of Colleges and Universities andBusiness Officers in New Orleans - Don Hadley

American Colleges and Health Associations - Victor Osborne

NFPA - John Fresina

American National Standard - A92 Mobile Scaffolds - Harry Mann

National Fire Protection in Chicago - Dick Giles

The Campus Safety Association should also consider promoting-representa-tion to the following organizations:

Association of Colleges and Housing OfficesAssociation of Physical Plants AdministratorsColleges and Universities Personnel AssociationNational Association of College and University AttorneysUniversity Insurance Members Association

122

- 103-

Recammendation by Chairman - Mr. Oliver Halderson should be reimbursedfor a trip to Maine to assist Mr. Clifford with reference to the 1976Conference in Orono, Maine.

MOTION-CARRIED

Let 011ie or Mr. Clifford know topics of interest for the 1976 conference.

Thanks and appreciation were given to Ken Licht for the work he has donefor 1975 Conference.

Chairman, William Watson steps down from his office. New Chairman for1975-76 is Mr. Oliver Halderson.

Mr. Clifford requested and would greatly appreciate the assistance fromall CSA members for the 1976 Conference.

Suggestions for New Committees: - Historical Committee:John HillJohn MorrisRay KetchmarkGeorge Harper

It was felt that past conference program chairmen would be of greatassistance to the new host chairman in setting forth ideas andsuggested guidelines for future programs.

Nominating Committee - William Watson

Ray Hall - CSA meets on September 30, 1975, Tuesday in Chicago also,October 1, 1975, Wednesday.

Names of Committee Heads will be published in Newsletter. They willremain the same and will be submitted by the past chairman.

The New Officers taking office today are:

Chairman - Oliver Halderson, Southern Illinois University,Carbondale, Illinois.

Vice Chairman - Ray Hall, University of Colorado, Boulder,Colorado

Corresponding Secretary - William Steinmetz, University ofCalifornia, Santa Barbara, California

Recording Secretary - Frederic W. Thomas, Howard University,Washington, DC

Treasurer - James Knocke, University of Wisconsin, Madison,Wisconsin

Discussion on CSA Representation to other Organizations:

It was felt that the CSA should pay the registration fee at otherconferences when a member is asked to represent CSA.

1 "3

- 101+ -

Registration Fee: On motion it was suggested to increase the registrationfee to defray all incidental expenses. The Chairman recommended theregistration fee be raised to $75.00.

MOTION-CARRIED

A sincere thanks and standing ovation was given to the Past Chairman forhis services rendered.

Meeting adjourned 2:55 p.m. (post meridian).

Frederic W. ThomasRecording Secretary

.1.24

OTHER SAFETY MONOGRAPHS FOR SCHOOLS AND COMM

(Monographs No. 1,2,3,5,6,13 and 16 are out of print and are availableby loan only from the NSC Library.)

NO. 1 EXPERIENCING SAFETY IN COLLEGE AND UNIVERSITY LIVING CENTERS. Personnel1952 Section, American Association of Colleges for Teacher Education and the

Higher Education Committee, National Safety Council.

NO. 2 FIRST NATIONAL CONFERENCE ON CAMPUS SAFETY. University of Illinois and1954 National Safety Council.

NO. 3 SURVEY OF ACCIDENTS TO cow= STUDENTS. American College Health Asso-1955 ciation and the National Safety Council.

NO. 4 SECOND NATIONAL CONFERENCE ON CAMPUS SAFETY. University of Minnesota1955 and the National Safety Council. $1.80. Stock No. 429.50-4.

NO. 5 ACCIDENTS TO COLLEGE STUDENTS. American College Health Association and1956 the National Safety Council.

NO. 6 THIRD NATIONAL CONFERENCE ON CAMPUS SAFES?. Massachusetts Institute of1956 Technology and the National Safety Council.

NO. 7 FOURTH NATIONAL CONFERENCE ON CAMPUS SAFETY. Purdue University and the1957 National Safety Council. $1.80. Stock No. 429.50-7.

NO. 8 FIFTH NATIONAL CONFERENCE ON CAMPUS SAFETY. California Institute of1958 Technology and the National Safety Council. $1.80. Stock. No. 429.50-8. .

NO. 9 SIXTH NATIONAL CONFERENCE ON CAMPUS SAFETY. Michigan State University1959 and the National Safety Council. $1.80. Stock No. 429.50-9.

NO. 10 SEVENTH NATIONAL CONFERENCE ON CAMPUS SAFETY. Cornell University and1960 the National Safety Council. $1.80. Stock No. 429.50-10.

NO. 11 THE BICYCLE AND THE MOTOR SCOOTER ON THE COLLEGE CAMPUS. Michigan State1961 University, the University of Washington and the National Safety Council.

.$1.25. Stock No. 429.50-11,

NO. 12 EIGHTH NATIONAL CONFERENCE ON CAMPUS SAFETY. Southern Illinois Univer-1961 sity and the National Safety Council. $1.80. Stock No. 429.50-12.

NO. 13 ORGANIZATIONAL STATUS AND DUTIES OF CAMPUS SAFETY PERSONNEL. Los Angeles1962 City School System and the National Safety Council.

NO. 14 INJURIES IN MEN'S PHYSICAL EDUCATION AND INTRAMURAL SPORTS. Michigan1962 State University and the National Safety Council. $1.80. Stock

No. 429.50-14.

NO. 15 SAFETY EDUCATION LAWS AND REGULATIONS. State University of New York1962 and the National Safety Council. $1.25. Stock No. 429.5015.

NO. 16 NINTH NATIONAL CONFERENCE ON CAMPUS SAFETY. University of California1962 at Berkeley and the National Safety Council.

NO 17 TEACHER PREPARATION AND CERTIFICATION IN DRIVER EDUCATION. Illinois1963 State University, Iowa State University and the National Safety Council.

$1.25. Stock No. 429.50-17. 1.2r"a

-106-

NO. 18 TENTH NATIONAL CONFERENCE ON CAMPUS SAFETY. Indiana University and the

1963 National Safety Council. $1.80. Stock No. 429.50-18.

NO. 19 ELEVENTH NATIONAL CONFERENCE ON CAMPUS SAFETY. Rutgers University and1964 the National Safety Council. $1.80. Stock No. 429.50-19.

NO. 20 TWELFTH NATIONAL CONFERENCE ON CAMPUS SAFETY. Central Michigan Univer-

1965 sity and the National Safety Council. $1.80. Stock No. 429.50-20.

NO. 21 THIRTEENTH NATIONAL CONFERENCE ON CAMPUS SAFETY. University of Washing -

1966 ton and the National Safety Council. $1.80. Stock No. 429.50-21.

NO. 22 SEMINAR FOR SAFETY EDUCATION SUPERVISORS. Indiana University, Insurance1966 Institute for Highway Safety and the National Safety Council. $1.25.

Stock No. 429.50-22.

NO. 23 FOURTEENTH NATIONAL COMMENCE ON CAMPUS SAFETY. University of Nebraska1967 and the National Safety Council. $1.80. Stock No. 429.50-23.

NO. 24 COLLEGES AND UNIVERSITIES HIGHWAY TRAFFIC AND SAFETY CENTERS. College1967 and University Safety Centers, Division of Higher Education Section,

National Safety Council. $1.25. Stock No. 429.50-24.

NO. 25 FIFTEENTH NATIONAL CONFERENCE ON CAMPUS SAFETY. University of Vermont1968 and the National Safety Council. $1.80. Stock No. 429.50-25.

NO. 26 SIXTEENTH NATIONAL CONFERENCE ON CAMPUS SAFETY. Texas A & M University

1969 and the National Safety Council. $1.80. Stock No. 429.50-26.

NO. 27 SEVENTEENTH NATIONAL CONFERENCE ON CAMPUS SAFETY. University of1970 California at Santa Barbara and the National Safety Council. $1.80.

Stock No. 429.50-27.

NO. 28 EIGHTEENTH NATIONAL CONFERENCE ON CAMPUS SAFETY. University of Illinois1971 at Chicago Circle Campus and the National Safety Council. $3.50.

Stock No. 429.50-28.

NO. 29 NATIONAL SAFETY EDUCATION CURRICULUM GUIDELINES (X -6). Indiana Univer-1971 sity at Bloomington and the Elementary School Section of the National

Safety Council. $3.50. Stock No. 429.50-29.

NO. 31 SAFETY IN K,6 STUNTS AND TUMBLING. Author, Miss Victoria Benedict.

1972 $3.50. Stock No. 429.50-31.

NO. 32 NINETEENTH NATIONAL CONFERENCE ON CAMPUS SAFETY. Brown University and1972 the National Safety Council. $3.50. Stock No. 429.50-32

NO. 33 TWENTIETH NATIONAL CONFERENCE ON CAMPUS SAFETY. Colorado State Univer-

1973 sity and the National Safety Council. $3.50. Stock No. 429.50-33.

NO. 34 TWENTY-FIRST NATIONAL CONFERENCE ON CAMPUS SAFETY. University of Califor-

1974 nia-Davis and the National Safety Council. $3.70. Stock No. 429.50-34.

NO. 35 TWENTY-SECOND NATIONAL CONFERENCE ON CAMPUS SAFETY. University of Calgary1975 at Alberta, Canada and the National Safety Council. $5.00. Stock No. 429.50-35

Beginning with Monograph (1971) No. 28N the series was renamed to includeSchools--Safety Monographs for School and Colleges.Except for sale items (all Monographs-1966 and prior-$1.00 ea.) Prices subject

126 to 206 discount to NSC Members. For quantity prices write Order Dept., NationalSafety Council. Specify complete title and Stock No. Payment must accompanyorders for $5.00 or less.